TEACHERS GUIDE.cdr - The Global Fire Monitoring Center

INDEX
TECHNOLOGY
Page No.
ACTIVITY 1 .......................................................................................
ACTIVITY 2 .......................................................................................
ACTIVITY 3 .......................................................................................
ACTIVITY 4 .......................................................................................
1
11
16
16
ARTS & CULTURE
ACTIVITY 1 ....................................................................................... 17
ACTIVITY 2 ....................................................................................... 19
ACTIVITY 3 ....................................................................................... 21
ACTIVITY 4 ....................................................................................... 22
ACTIVITY 5 ....................................................................................... 23
LANGUAGE
ENGLISH:
ACTIVITY 1 ....................................................................................... 25
ACTIVITY 2 ....................................................................................... 26
ACTIVITY 3 ....................................................................................... 28
ACTIVITY 4 ....................................................................................... 30
ACTIVITY 5 ....................................................................................... 37
ACTIVITY 6 ....................................................................................... 39
ALTERNATIVE WAYS OF COMMUNICATION ........................................ 41
AFRIKAANS:
AFRIKAANS HUISTAAL ........................................................................ 44
AFRIKAANS EERSTE ADDISIONELE TAAL .............................................. 49
LIFE ORIENTATION
ACTIVITY 1 ....................................................................................... 55
ACTIVITY 2 ....................................................................................... 56
ACTIVITY 3 ....................................................................................... 57
ACTIVITY 4 ....................................................................................... 57
ACTIVITY 5 ....................................................................................... 58
ACTIVITY 6 ....................................................................................... 59
MATHS
ACTIVITY 1 ....................................................................................... 60
ACTIVITY 2 ....................................................................................... 63
ACTIVITY 3 ....................................................................................... 65
ACTIVITY 4 ....................................................................................... 66
SOCIAL SCIENCES
ACTIVITY 1 ....................................................................................... 67
ACTIVITY 2 ....................................................................................... 68
ACTIVITY 3 ....................................................................................... 69
ACTIVITY 4 ....................................................................................... 70
ACTIVITY 5 ....................................................................................... 70
NATURAL SCIENCES
ACTIVITY 1 ....................................................................................... 71
ACTIVITY 2 ....................................................................................... 72
ACTIVITY 3 ....................................................................................... 74
ACTIVITY 4 ....................................................................................... 80
ACTIVITY 5 ....................................................................................... 83
ECONOMIC & MANAGEMENT SCIENCES
ACTIVITY 1 ....................................................................................... 87
ACTIVITY 2 ....................................................................................... 88

ACKNOWLEDGEMENTS
We are indebted to many people and organisations for their assistance in producing this learning
material. In particular we would like to acknowledge the valuable contribution of the Regional
Director of the Ehlanzeni Region of the Department of Education in Mpumalanga, Mr. M.J. Lushaba
and the team of curriculum implementers who were responsible for developing the material.
We would like to thank the steering committee of this project:
Ms E Coetzee (Sappi); Ms Yvonne Dube (Working on Fire); Mr. JC Khoza (Ehlanzeni Region – Curriculum
Implementation), Ms M Van Zyl (Natural Sciences) ; Ms V Vonderweidt & Ms S Mathebula (Social
Sciences & Life Orientation); Ms M Buys & H Nicholson (Arts & Culture); Ms K Moloi, Ms C Ndlovu & Ms S
Achempong (Languages); Ms A Du Randt (EMS) ; Mr D Lekhuleni (Technology); Ms R Zwane & Mr MS
Nzibande (Maths); Ms P Steenkamp (Special Education Needs); L Brytenbach (Afrikaans).
This document is NOT for sale. It may be reproduced or transmitted in any form or by any means,
electronic or mechanical, including photocopying, recording or by any information storage and
retrieval system. However this document cannot be used for purposes of or in processes that
generate profit without permission in writing from the Working on Fire Programme and Sappi.
In spite of numerous efforts, we have been unable to trace all copyright holders. We will be happy to
make the appropriate arrangements at the first opportunity. Reference material was sourced from
the following publications:
1. An Environmental Education Learning Resource for Educators (GrenCOM), Academy for
Educational Development - Jacana
2. Spider's Place Comics and workbooks, Created by Primary Science Programme - The
Handspring Trust
3. You Magazine (17/02/05)
4. Personal Finances - Mongi Mali - Developed by Gauteng Institute for Curriculum Development,
funded byStandard Bank
5. Biography & Ecosystems of South Africa : South African Geography and Environmental Studies
Series - ME Meadows
6. Learning for Sustainable Living: An integrated learning resource for environmental education -
Bird Life South Africa 2000
7. Playing with Fire (Ministry of Education and Culture - Namibia) - Enviroteach
8. Tools of the Trade Skills and Techniques for Environmental Education in Namibia -Author: du
Toit, Derick, Published by: Desert Research Foundation of Namibia Minister of Education and
Culture, 1995.
9. Environment Diary 2005, Sustainable Living at Work - Source: Jenny Kinnear
10. You Magazine 1702/05
11. Understanding your Past 5 (New Edition) - Oosthuizen, M.S. Appelgryn & J.W. Kew
12. Meadows, M.E : Biography & Ecosystems of South Africa and Environmental Studies series
13. More More More, tell me why: Answers to over 300 questions children ask most often - ARKADY
LEOKUM
14. Mocke H.A et al: History Standard 5
15. RNCS Policy Document: Department of Education
16. HISTORY Standard 5, H.A. Mocke H.C. Wallis and N.R. Gunning Via Afrika
17. Science and Discovery: Man's conquest of materials - The International Pictorial Treasury of
Knowledge - International Graphic Society - Englewood Cliffs, New Jersey
Layout & Printing by
Minuteman Press Nelspruit

ACTIVITY 1
ACTIVITY 1.1 (CASE STUDY)
TECHNOLOGY
SCENARIO
PICTURE OF WILD FIRE AND FIREFIGHTER EXTINGUISHING THE FIRE
FOCUS: IDENTIFICATION OF A PROBLEM AND OTHER RELATED PROBLEMS
TEACHER'S ACTIVITY
· Make copies of any additional pictures or newspaper cuttings of wild fires, showing fire
fighters at work and study the pictures in the Learner Book.
· Arrange the learners to work in pairs.
· Give any additional pictures to the learners.
· Guide learners through the activity helping them to identify the main problem in the picture.
· They are to make suggestions as to which people are affected by the fire problem.
· Ask them what else is affected as a result of the problem. List the consequences of the fire.
· Ask them to suggest what are the possible causes of the fire were.
· Consolidate on the discussions.
ASSESSMENT MEMO:
1.

ACTIVITY 1.2
FOCUS:IDENTIFYING THE EQUIPMENT USED TO FIGHT FIRE FROM THE
PICTURES PROVIDED
FIRE EXTINGUISHERS
When you put a burning splint into carbon dioxide, it goes our
immediately. Combustion will not take place in carbon dioxide. This
means that carbon dioxide is a good substance to use as a fire
extinguisher. Most fire extinguishers contain carbon dioxide gas under
pressure. When the trigger is pulled, the carbon dioxide is released. The
carbon dioxide is sprayed over the fire. It displaces the air so that no
oxygen can get to the fire.
Sand Water
2.

Fire engines used to fight
fires in buildings have
ladders so firefighters can
r e s c u e p e o p l e a n d
extinguish flames high up
in the building. This ladder
is 37m long.
Firefighting is one of the
most dangerous jobs in the
world.
The fire engine was developed in 1725 by Richard Newsham of
London. These pictures show the equipment used to pump high
volumes of water at great force.
The first hose was invented in 1672 by
Dutch inventor Jan van der Heiden. It
was made of leather with a copper
coupling every 15m. the length of
couplings are still standard today.
OXYGEN CYLINDER
Firefighters try to extinguish
the flames in a house in the
path of a recent blaze.
3.

ACTIVITY 1.2
FOCUS:IDENTIFYING THE EQUIPMENT USED TO FIGHT FIRE FROM THE PICTURES
PROVIDED.
TEACHER'S ACTIVITY
· Refer to the pictures in the learners book.
· Discuss the technology involved in fire fighting to safe guard communities and their property.
· Provide learners with correct terminology or names of equipment.
· State common methods of extinguishing fire, like using green plants, sand.
· Summarise the responses from learners.
ASSESSMENT: MEMO
QUESTIONS POSSIBLE ANSWER OR RESPONSE
How to solve the identified problem They use fire beaters, fire extinguishers,
helicopter pouring water, sand,
green plants
Equipment used to extinguish fire
Other methods of extinguishing fire
Hose and pipe with water, CO2 cylinders,
powder or liquid (gas), fire beaters
Taking away fuel, using helicopter
ACTIVITY 1.3
FOCUS: INDIGENOUS TECHNOLOGY AND CULTURE HOW TO MAKE FIRE
IN ADDITION, THE IMPACT OF IT.
FOCUS:INDIGENOUS TECHNOLOGY AND CULTURE HOW TO MAKE FIRE
IN ADDITION, THE IMPACT OF IT.
4.

TEACHER'S ACTIVITY
· Integrate with SS and let learners gather information for fire-making methods from older
members of their community. Emphasize the skills involved in interviewing older people.
· Ask learners to state at least two methods of how they and/or their family make fire today.
· Ask learners to think of any positive and negative impacts of fire.
· Remind them that fire can be their best friend or their worst enemy.
· Consolidate with the learners.
ASSESSMENT: MEMO
Methods used to make fire in the
olden days
Current methods
Positive impacts of fire
Negative impacts
ACTIVITY 1.4
Wood and sticks, hitting stones against each
other
Matches, metal igniters, gas lighters
Provides heat for warming, light, stimulates
growth, generates power e.g. locomotive (train),
use in production (gold, steel etc)
Loss of life, injury or severe burns, loss of
property, causes unemployment, soil erosion,
or damage (removing soil nutrients)
FOCUS: IDENTIFYING THE TYPE OF MATERIALS USED TO MAKE FIRE
FIGHTING EQUIPMENT.
TEACHER'S ACTIVITY
• Invite your local fire crew to present an exhibition on fire-safety clothing.
• Allow learners to feel the different textures of the fire protective clothing.
• Or, provide colour pictures of the fire fighting equipment to the learners.
• Or, have learners study the picture on page 1 of their Activity Book.
• Assist learners in identifying all the many different kinds of the fire fighting equipment.
• Provide learners with correct names of the materials that the equipment is made of.
• Learners are to write the different names of the clothing and equipment materials in their work
books.
• Learners are to state as many possible reasons as they can why such materials are used to
protect fire fighters.
• Ask the learners to list the different protective clothing worn by fire fighters in their workbooks.
• In particular, learners are to describe the fire beater, if provided. In EMS section it is more
clearly shown.
• Consolidate the responses of learners.
5.

ASSESSMENT MEMO:
ACTIVITY 1.5 (ASSIGNMENT)
FOCUS: INVESTIGATING THE PROPERTIES OF MATERIALS WHEN EXPOSED TO
FIRE.
RESOURCES: COTTON, WOOL, CANDLE, RUBBER OR OTHER MATERIAL AVAILABLE
TEACHER'S ACTIVITY
• Bring a burner or candle along to the class.
• Learners will work in pairs to test the wool, cotton, rubber and candle samples you have
provided.
• Allow learners to handle the tools and materials before starting the experiment.
• Teach learners about safety when testing materials.
• Provide learners with insulated gloves, pliers and any other tools to avoid burns.
• As learners test each material they are to record their observations. They must tabulate their
findings in their classwork books.
• Assist learners in drawing the table and supply the headings.
POSSIBLE RESPONSES:
[Adapted from Assessment guide (Technology Senior Phase) pg. 40-43]
• The teacher must consolidate the findings.
6.

ACTIVITY 1.6
• Learners are to design and make a safe fire beater to be used to fight fires.
• The fire beater must have a handle and/or is made of material that will be fireproof and be safe to
use when extinguishing fire.
• Must have a broad, flat surface
• Remind them that their fire beater must be strong and flexible to permit unrestricted movement by
any fire fighter.
4 = Learner's performance has exceeded the requirements of the Learning Outcomes for the
grade
3 = Learner's performance has satisfied
2 = Learner's performance has partially satisfied
1 = Learner's performance has not satisfied
7.

FOCUS: DESIGNING SKILLS
TEACHER'S ACTIVITY
• Read with the learners the background of the problem identified in Activity 1.
• Assist learners to write a short and clear description of a fire beater.
• Guide learners to identify the main design aspects of a fire beater.
• They are to suggest two possible solutions for their design.
• Learners will be assisted to develop a written plan for making the fire beater by listing every main
step needed to complete their fire fighting tool.
• Give learners practice on drawing by letting them do tracing drawings from magazines.
• They are to draw a simple two-dimensional sketch of each stage of construction on the grid
provided by the teacher.
• Remind learners to work neatly and clearly with all words spelled correctly.
• Be sure they include the measurements for each piece and a list of all tools and materials they will
need to complete their fire beater.
• Ask them to state what kind of person will not be comfortable using their fire beater.
• Be sure learners understand that their fire beater is designed to make people's lives better and
easier.
ASSESSMENT RUBRIC:
8.

ACTIVITY 1.7 (ASSIGNMENT)
HOW TO JOIN DOWELS OR STICKS
1. You can use elastic bands or
thin wire to join dowels or sticks.
2. You can use elastic bands to
hold dowels or sticks in a frame
like this.
FOCUS: CUTTING AND JOINING TECHNIQUES AND USE OF TOOLS.
RESOURCES: OLD CLOTH, PAPER, WOODEN STICK, STRING
TEACHER'S ACTIVITY
3. You can use a small plastic tube
to join dowels or sticks. A small
cut on the outside of the bend
helps to bend the tube.
• Prepare activities on cutting and joining skills.
• Learners are to work together in pairs.
• Assist learners in cutting an old piece of cloth into 200mm x 200mm lengths and several
pieces of strong string.
• Demonstrate the joining technique in the above drawings.
• Adhere to safety practices.
ACTIVITY 1.8 (CAPABILITY TASK)
FOCUS: APPLICATION OF MAKING SKILLS.
TEACHER'S ACTIVITY
• Give learners an example of making a plan or production schedule.
• Demonstrate correct tool-handling skills.
• Learners are to use their written design plans to begin construction of their fire beater.
• They are to use coloured pencils to revise their drawings and procedures throughout the
making process when they must make changes to their plans.
• Encourage learners to make the very bet fire beater they can as there will be a competition at
school in mid-October to award a special prize to the learner making the best fire beater.
EXAMPLE OF PLAN
ASSESSMENT STANDARD:STRENGTHEN STRUCTURES UNDERSTAND TYPES
OF STRUCTURES
9.

Store flammable products such as paraffin out of
the reach of children.
Candles must
always be
placed in a
candle holder
to prevent them
falling over.
NEVER overload plugs like this. If you need
more sockets, call an electrician.
Remember to switch
off all burners.
Do not
overload
sockets. Use
the correct
adaptor.
Be careful not to let curtains blow onto
burning stoves or candles.
It is dangerous to sleep with candles
burning.
Electrical cords an get hot and cause fires.
Do NOT run them under carpets.
This can cause a fire. ALWAYS unplug an
appliance if it is not being used.
10.

ACTIVITY 2.1
ACTIVITY 2
FOCUS: HOW TO PREVENT FIRE
TEACHER'S ACTIVITY
• Learners are to read “What Causes Fires?” in their Activity Books
• They are to discuss the article with their group partner.
• Between them they are to identify ways of preventing fires:
• Wild (veld) fires
• Domestic fires.
• Ask learners to record their findings on paper or in their workbooks.
• Consolidate.
ASSESSMENT: MEMO
11.

ACTIVITY 2.2
FOCUS: STRUCTURE USED AS TOWERS (LOOK-OUT)
TEACHER'S ACTIVITY
• Arrange the class to allow learners to work in pairs.
• Learners are to study the drawing of the high tension electric tower.
• Assist learners in identification of shapes in the drawing.
• Introduce the concept of strengthening by referring to the picture of tower.
• Find out from learner why the structure (tower) has so many triangular shapes.
• Using wooden sticks or Meccano, demonstrate how to construct a similar shape, as shown in
the pictures.
RESOURCES: 300mm long wooden sticks, nails, small hammer, meccano
with nuts and bolts.
ASSESSMENT: CHECKLIST
12.

ACTIVITY 2.3
FOCUS: TESTING THE STRENGTH OF STRUCTURE AND STRENGTHENING TECHNIQUE
TEACHER'S ACTIVITY
• Emphasis on the individual activity.
• Collect resources identified.
• Make sure that everyone has
enough resources to demonstrate the skills.
• Demonstrate how you strengthened the structures using the wooden plank, hammer and nails.
• Individual activity
• Make sure that all learners have enough resources to demonstrate the skills of strengthening.
• Demonstrate how to strengthen using Meccano, nuts and bolts.
• Provide all learners with the enough time and opportunities to practice.
Adapted from: Design and Technology - by James Garratt – page 48 – 49
1. 2.
3. 4.
5.
Piece of cardboard
ASSESSMENT MEMO: (Checklist)
Adapted from: Yebo Technology Grade 5
13.

ACTIVITY 2.4
FOCUS: TYPE OF STRUCTURE.
TEACHER'S ACTIVITY
• Learners are to study the pictures for this activity.
• Describe for learners characteristics of a frame structure and a shell structure.
• Ask learners to look at the fire fighting equipment indicated on the pictures for activity 1.2.
• Learners are to define the structure of each of the drawings referred to.
• The learners are to draw a table in their class work books to classify each of the structures in
two categories: FRAME AND SHELL.
• Engage all learners in the process of sorting.
Adapted from: Technology Today – Grade 7
CHECK LIST
14.

GRADE 6
SCENARIO
Learners in most schools have experienced the loss of life of family members, friends and community
members, loss of property and retrenchment due to fire. There are a number of causes for fire or ways
of starting fire, whether for good or bad purpose. One of these reasons is the lack of a fire warning
system that will inform people not to play with fire or when it is safe to burn.
You are requested to design a Fire Danger Index (FDI) board that will be used to display the fire index,
day and the estimated temperature for the day.
ACTIVITY 1
Resources: Cardboard, plastic, paint, brushes, basin, water
1. Investigate the correct material that can be used to make the FDI board or notice board.
2. The material must be able to withstand rain or must be waterproof.
3. It must be easy to decorate.
4. The information should be exhibited in such a way that it could be changed easily to adapt to
the conditions.
WORK SHEET
MATERIAL
PAPER
METAL
WOOD
Put it in water for about a 30
seconds and record your findings
5. Which material will suit your plan?
Apply a one stroke paint on the
surface, observe and record
your findings
Does it absorb water? Is it easy to paint?
15.

ACTIVITY 2
Focus: Ability to make the structure stable and strong.
Resources: 300mm long piece of wood, string or nails, small hammer
1. Identify different ways of how to strengthen the structure.
2. Practice different ways of how to strengthen the structure of the board.
3. Design a board and a stand, which will stand on any surface, and be able to stand on its own.
4. Indicate how you have strengthened the stand.
5. State reasons why you decided to use this type of material.
Resources: wire to make a handle, 1 metre wire, Sellotape, pair of scissors, corrugated cardboard,
bottle caps or any coffee bottle caps.
1. The surface of the board must be designed to cater for not less than three indicators i.e. Date,
temperature and index colour.
2. Design a mechanism that will be used to change or move date, temperature and index colour.
- Discuss the type of gears needed to change rotary motion to linear motion.
- Make those gears using the corrugated cardboard.
3. Evaluate whether your product addresses the need identified.
ACTIVITY 4
ACTIVITY 3
ACTIVITY 4
THE FIRE DANGER INDEX
Study the information given on colours and conditions and decide on a colourful and clear way of
communicating the environmental conditions related to the fire index.
Draw the different steps you will follow to make the board.
• Plan a working schedule.
- Who is going to do what?
- What materials are used?
- Which tools will be used?
- Who will do it?
- How long will it take to do each portion of work?
• Write a project portfolio
• Present your portfolio and product to the rest of the class.
16.

FIRE – FRIEND OR FOE (ENEMY)?
ARTS & CULTURE
These activities are designed to promote an awareness of the dangers of uncontrolled fire and
how controlled fire can be used in creating art products.
• Make use of the Learning Outcomes and Assessment Standards indicated to prepare
lesson plans for the Intermediate Phase:
POSITIVE USES OF FIRE NEGATIVE EFFECTS OF FIRE
Cooking Loss Of Life, Human And Animals
Sterilizing Equipment Injuries - Scars
Providing Warmth Loss Of Property, Houses
Estimating Growth
Loss Of Employment Leading To Poor Social
Conditions
Providing Light Air Pollution Contributing To Global Warming
Fire Breaks Controlling Wild
Fire Destruction
Destroys Eco Systems e.g. Wetlands
Creating Pottery, Etc. Destruction Of Grazing Land
Soil Erosion
Destruction Of Soil Structure
• Brainstorm with the learners the positive uses of fire and the negative effects of fire. Write down
the notes on the board during the discussions. Lead the discussions toward the use of controlled
fire in art (making of glass items, burnt wood pictures, batik, pottery, jewelry etc).
ACTIVITY 1
ACTIVITY 1.1 - USES OF FIRE IN CREATION OF ARTWORKS
Learning Outcome 2:
Learner will be able to reflect critically and creatively on artistic and cultural processes, products and
styles in past present contexts.
Assessment Standards Visual Arts
• Grade 4: Responds to and discusses images, designs and craft objects used in popular culture,
pictures and photographs in terms of content, line, shape, form, color, texture, space, and
materials used, using appropriate terminology.
• Grade 5: Responds to images and craft objects used in popular culture, pictures and photographs
in terms of purpose, content, form, contrast and meaning.
• Grade 6: Identifies the main purposes and design features of artworks in the home, the community
and public places in terms of theme, subject and scale.
• Discuss the Code of Conduct and rules for conducting interviews in learner book.
• Insert the story “Oral History - Talking to people about the past”
- Weakness of Oral History
- Why collect Oral History
• The teacher reads “Oral History - Talking To People About The Past”.
• Discuss the Assessment Rubric with the Learners before they start working on their interview
worksheets.
17.

ACTIVITY 1.1 - USES OF FIRE IN CREATION OF ARTWORK
RESEARCH TASK, INTERVIEW RUBRIC
CRITERIA LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4
INTERVIEW
PREPARATION
REPORT
WRITING
LEARNER
PRESENTATION
The Learner did
not prepare any
questions before
the interview.
Learner's report is
lacking facts and
quotations from
the interview.
Learner is unable
to make
satisfactory
presentation.
Before the
interview, the
Learner prepared a
few lesson
suggested
questions to ask.
Learner's report
contains some
quotations and
facts taken from the
interview.
Learner's
presentation is
handicapped
because of
minimum
preparation but
adequate.
Before the
interview, the
Learner prepared
all lesson
suggested
questions to ask.
Learner's report
contains accurate
quotations and facts
taken from the
interview.
Learner's
presentation is
communicated
clearly reflecting
understanding of
gathered
information.
ACTIVITY 1.2 - ANSWERS TO WORK SHEET QUESTIONS - SECTIONS A, B, & C
SECTION A SECTION B SECTION C
Ask learners to write their answers next Ask learners to number from Give a copy of the puzzle
to the correct no. in their classwork books 1 - 8 in their workbooks and to the learners. When
then write true or false next finished stick it to the
to the correct number. workbook.
1. c) 1. False Across: 1. Cracking
2. b) 2. True 2. Soft
3. d) 3. False 3. Bank
4. b) 4. True 4. Slow
5. a) 5. False Down: 1. Chimney
6. c) 6. True 2. Sawdust
7. b) 7. True 3. Kiln
8. False 4. Fuel
SECTION D
Ask learners to draw 6 blocks in their class workbooks and draw inside the blocks.
Before the
interview, the
Learner prepared
many in-depth and
factual questions in
addition to lesson
suggested
questions to ask.
Learner's report is
well organized and
contains accurate
quotations and
facts taken from the
interview.
Learner's
presentation is
comprehensive and
exceptional sharing
insight gained from
collected
interviews.
18.

ACTIVITY 2
ACTIVITY 2.1 - PARTICIPATING AND COLLABORATING
Learning Outcome 3:
The learner will be able to demonstrate personal and interpersonal skills through individual and
group participation in Arts and Culture activities.
Assessment Standards Visual Arts
• Grade 4: Collaborates with others to plan the making and use of masks, crafts, artifacts,
costumes, collages, or puppets using natural, waste or found materials with due regard to
environmental concerns.
• Grade 5: Selects a project, plans it in a group and takes the necessary action.
• Composite: Shows spontaneity and a creative attitude in art activities.
• Grade 6: Shares resources, choice of materials and negotiates choice of subject matter in a group
project with other learners, with a focus on:
• Joint decision making
• Presentation
• Safety
• The environment
• Cultural diversity
Composite: Shows respect for and acknowledgment of the work of others.
• Discuss with Learners the information on preventing veld fires, surviving a veld fire, safety rules
about fire, Stop, Drop and Roll, and all information about wild fires from other learning areas.
• Learners will use this information and to create a group art product.
• Remind them their creation much be colorful and clear, must deliver clear messages about fire and
must reflect their feelings and emotions about fire.
• Divide your Learners in to groups.
ACTIVITY 2.1 - ART PRODUCTS USING DIFFERENT ART FORMS/MEDIA/METHODS
CRITERIA LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4
COLLABORATING
AND PLANNING
GROUP PROJECT
PRESENTATION
ORGANIZATION
AND SUBJECT
KNOWLEDGE
Educator
intervention
required to keep
Group on task.
Poor use of waste
materials and
environmental
concerns.
Audience cannot
understand
presentation
because there is no
sequence of
information.
Student does not
have grasp of
information;
student cannot
answer questions
about subject.
Some Educator
assistance.
Most
environmental
issues addressed
correctly. Some
negotiation
demonstrate.
Audience has
difficulty following
presentation
because student
jumps around.
Student is
uncomfortable with
information and is
able to answer only
rudimentary
questions.
Group interaction
and collaboration
satisfactory.
Balanced sharing
of ideas,
resources and
waste materials.
Student presents
information in
logical sequence
which audience can
follow. Student is at
ease with expected
answers to all
questions, but fails
to elaborate.
Group
demonstrated
thoughtful,
cooperative,
thorough
and insightful
planning. Creative
use of waste
materials.
Student presents
information in
logical, interesting
sequence which
audience can
follow. Student
demonstrates full
knowledge (more
than required) by
answering all class
questions with
explanations and
19.

ACTIVITY 2.2 - OBSERVATION, INTERPRETATION AND PERFORMANCE
• Exhibit the work done by all groups in activity 2.1.
• Interpret the art product of other groups of learners.
• Let the class discuss the properties and interpretation of the work of art.
• The following questions can serve as exemplars (Taken from assessment guideline for
senior phase.).
• What is the title of the work?
• What do you understand by the title of this work?
• How do you feel about the expression of this art work with reference to cultural or
environmental context?
• Name the medium used to create the artwork with reference to specific art form.
• List all the elements of design reflected in this work of art.
• Discuss the application of any two of the above identified elements.
• Have the Learners discuss the group created products.
• Ask Learners to compare each group's presentation against the criteria established in the
Activity.
• Remind them the creations were to be colorful and clear, and must deliver a clear message
about fire and must reflect their feelings and emotions about fire.
• This will be an open class discussion.
CRITERIA LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4
INTERPRETATION
IDENTIFICATION
CRITICAL
THINKING
Learner is able to
partially express
own understanding
of art works.
Learner is able to
identify one art
element applied in
art work.
Learner is able to
partially reflect on
and engaged with
a work of art.
Learner is able to
express own
understanding of art
works.
Learner is able to
identify two art
elements applied in
art work.
Learner is able to
reflect on and
engaged with a
work of art.
Learner is able to
logically express
own understanding
of art works.
Learner is able to
identify three art
elements applied in
art work.
Learner is able to
reflect critically and
engaged
satisfactory with a
work of art.
Learner is able to
logically and
effectively express
own understanding
Learner is able to
identify all the
elements applied in
art work.
Learner is able to
reflect critically and
engaged effectively
with a work of art.
20.

ACTIVITY 3
DRAMA
Learning Outcome 1:
The learner will be able to create, interpret and present work in each of the art forms.
Assessment Standards Drama
• Grade 4: Make use of hand or costume props, puppets, masks or other external resources to tell
stories and portray characters.
• Grade 5: Uses sensory detail and emotional expression in dramatic activities such as simple mime
showing weight, size and shape.
• Grade 6: Uses African stories to develop dramas that have a clear plot, highlight key moments,
contain credible characters, use space effectively.
Teachers:
• Select Assessment Standards for music or visual arts to address in making masks or puppets, and
using music and dance to add to drama.
• See pages 35-38 of Assessment Guidelines for Senior Phase for more information on mask
making.
• Let your Learners read the story, “How People Learned To Cook” from Playing With Fire . . . ,
Energy and the Namibian Environment, by Derick du Toit and Teresa Sguazzin, 1995, Desert
Research Foundation of Namibia, Ministry of Education and Culture, page 27.
Learners will then identify the following criteria:
• Determine the different characters that occur in this story.
• Determine the plot.
• Determine the key moments in the story.
• Discuss how to perform this story as a drama, using masks to portray characters.
• You may also make puppets and change the story into a puppet show.
Music could be added.
4
EXCELLENT
3
GOOD
2
ACHIEVED
1
NOT ACHIEVED
21.

ACTIVITY 4
EXPRESSING AND COMMUNICATING
Learning Outcome 4:
The learner will be able to analyze and use multiple forms of communication and
expression in Arts and Culture.
Assessment Standards - Grade 4:
•Dance: Explores the many ways that parts of the body can move individually and in
combination.
•Music: Uses voice, body, percussion, natural, found or made instruments to accompany
stories, dances and songs.
•Uses sounds in a free rhythm to build up sound pictures to accompany stories or dances.
•Experiments with combining voice and body in sound and movement.
Assessment Standards - Grade 5:
•Drama: Dramatizes social, cultural or environmental issues through the use of different
drama techniques such as tableaux, verbal dynamic sequence or role plays.
•Music: Uses own compositions of poetry and song to draw attention to current social and
environmental issues.
Teachers:
•This activity could be done in groups of five to eight Learners.
•Let the Learners read the resource materials about what to do to protect themselves,
family and friends in situations when fire is a threat to their safety and lives.
•Learners are to break into groups of five to eight and decide what topic they want to
address.
•Have them create a song with words and phrases that communicates the safety messages
learned from the resource materials.
•Tell them they are to perform their creation when completed.
•Discuss the Activity Rubric with Learners before they begin reading.
22.

ACTIVITY 5
CREATING, INTERPRETING AND PRESENTING - EXPRESSING AND COMMUNICATING
Learning Outcome 1:
The learner will be able to create, interpret and present work in each of the art forms.
Assessment Standards:
•Grade 4: Explore the basic formal elements and techniques of two-dimensional art
(drawing and painting).
•Grade 5: Designs and creates artworks which explore the use of natural and geometric
shapes and forms in two and three dimensions, in observational work, pattern making and
design, and in simple craft objects. Displays work in the classroom.
•Grade 6: Transforms visual information into structured compositions based on individually
selected, real or imagined situations in South Africa, using available materials and
appropriate techniques in both two-dimensional and three-dimensional work.
Learning Outcome 4:
The learner will be able to analyze and use multiple forms of communicating and expression in
Arts and Culture.
Assessment Standards - Visual Arts
•Grade 4: Draws on technology and nature in the environment to stimulate and
communicate visual ideas.
•Grade 5: Shows and explains the use of color, pattern, design, signs and symbols in own
house, in various cultures, and in the built environment.
23.

Instructions To Teachers:
•The symbol of fire or sun features on flags of some countries. Let the learners identify
flags, symbols, coats of arms and icons where fire or sun are used.
•Discuss the meaning of these symbols,
e.g. the coat of arms of Mpumalanga.
•Let each learner design their own Icon of fire or flames.
•Teach the learners how to use line and shape when they design their Icon.
•They are to use their Icon to make a badge or bumper sticker to communicate any
message concerning the correct use of fire, prevention of fire, etc.
•Follow the same instruction as above to design a bumper sticker using their icon
•Remind Learners to include written words to communicate a fire-preventing message.
•Have them glue their bumper sticker to adhesive paper.
BIBLIOGRAPHY
1.Solomon, Lindy, Khula Udweba. Nolwazi, SA 1989
2.Utley, Chris & Magson, Mal Exploring Clay with Children, A&C Black, London 1997
3.Peirson, Lorna, Art in the Classroom, Educum, SA 1996
4.Phillips, Sarah, Drama with Children, Oxford, SA 1999
5.Du Toit, Derick, Playing with Fire, Enviroteach, Swakopmund, Namibia
24.

LANGUAGE
WHAT LEARNERS KNOW ABOUT FIRE
LO 1 Listening
AS - Enjoys listening and responds critically to various kinds of oral texts.
- Listens for information in a variety of oral texts … summarizes main ideas, and notes
specific details.
CONTEXTUALIZATION OF THEME: FIRE (A POEM)
- Educator writes the word “fire” on the chalk or white board.
- Educator asks learners to say what they know about fire–what it is and how it is caused,
etc.
- Read the poem on: Fire – friend or foe.
- Write down words like – fiery, intense, roaring, expensive.
- Let learners list the words they don't know. Supply dictionaries or compile a glossary to be
used to find the meanings.
- Asks learners to connect them with other related words in the latter part of the text.
- Do more vocabulary work if needed.
- Let learners work out meaning of the text.
e.g. What is it saying about fire?
Have they experienced any of the beneficial or destructive effects of fire personally?
POEM:
ACTIVITY 1
FIRE, FRIEND OR ENEMY
Like the sun I have always been there.
I warmed your ancestor's cave,
I cooked his food,
I served him the way I serve you today.
BUT
I am not always friendly.
If you leave me unattended, I create disasters –
I burn down your houses,
Your livestock, veld and forests.
I reduce your possessions to worthless ash.
Disrespect me and mankind suffers.
I can burn a hole in the ozone layer, Deplete your oxygen supply and
bring your planet to extinction.
I am fire, I can be your best friend
Or your worst enemy!
The choice is yours.
25.

FIRE, FRIEND OR FOE?
- Link with next lesson:
o Listening comprehension based on texts from various sources on fire.
- Read to learners.
- Educator reads text to learners. Text on next 2 pages.
- At the end of the reading, let learners answer questions in workbook.
- If learners are not able to answer at the end of the whole text, break it up in smaller portions
that they can manage.
- Collect workbooks at end of lesson for assessment
FIRE – FRIEND OR ENEMY?
If fire is not used responsibly, it can cause devastation. But if it is used responsibly, fire can be good to
man and the environment.
In South Africa – as in many other parts of the world – uncontrolled fires (sometimes referred to as wild
fires or runaway fires) cause a great deal of damage (devastation). It is our responsibility to do
everything in our power to prevent uncontrolled fires and to report any sign of fire as soon as possible.
Fire is a natural phenomenon, because many plants need fire to survive.
A. HAVE LEARNERS ANSWER THE FOLLOWING QUESTIONS IN THEIR CLASSWORK
BOOKS.
1. How can fire be a good friend?
____Fire can be used for cooking or warming fires.________________________
2. What is another name for an uncontrolled fire?
_______Wild fire __________________________________________________
3. Look up one of the following words and explain what it means:
Natural: ________Caused by nature___________________________________
Phenomenon: _____________________________________________________
B. WHAT CAUSES FIRE?
Fire spreads during hot, windy and dry weather conditions. It can either start naturally, such as when
lightning strikes the veld, or unnaturally, such as when man makes a fire.
1.
2.
3.
4.
5.
6.
7.
8.
ACTIVITY 2
26.

C. HELP LEARNERS FILL OUT THE “HELP PREVENT FIRES” FORM”
CONTROLLED FIRES
Sometimes we must burn the veld. This is done under strict supervision, such as when a forester burns
a fire break. There are more fires, when the veld is very dry. During the winter season, there is a lot of
dry grass and trees (fuel) and many veld fires are started.
We burn fire breaks to take away some of the fuel. These fire breaks prevent larger, uncontrolled veld
fires from spreading. When we burn the veld, we make sure that there are enough people to control
the fire, so that it does not spread to other places.
IS YOUR COMMUNITY LINKED TO THE FIRE PROTECTION AGENCY?
Many fires are started through carelessness, and cost South Africa a great deal of money. To prevent
this, government has passed a new law. This is called the Veld and Forest Fire Act. This law states that
all communities must belong to a Fire Protection Agency.
If you ask them to, the community fire protection agency will visit your school and teach you the
following:
- How to report a fire.
- What to do if your clothes catch alight.
- How to crawl under clouds of smoke to safety.
- How to cool a burn wound.
- Safety regarding matches and cigarette lighters.
- How smoke alarms can save your life.
- What to do if fire breaks out in your home.
- How burglar-proofing can trap you during a fire.
27.

ACTIVITY 3
EXPANDED OPPORTUNITY - MORE WORDS DEALING WITH FIRE
Supply the learners with copies of the word find puzzle as well as the exercise on linking.
(Activity 3.1 & 3.2)
3.1 Word find solution
FIND THESE WORDS IN THE PUZZLE ABOVE
DANGER MATCHES
CIGARETTE FLAMMABLE
PLANTATION BURN
AIR PRESSURE WIND
EROSION FIRE
FLAME HUMIDITY
SPARK EXTINGUISH
CONSUME TEMPERATURE
IGNITE
28.

ACTIVITY 3.2 – SOLUTIONS TO PUZZLE AND WORD DEFINITIONS
Match the words with the correct definitions
CONNECT WORDS WITH THE CORRECT DEFINITION
29.

ACTIVITY 4
FOR THIS ACTIVITY LEARNERS NEED THE RESOURCES THAT APPEAR
AFTER THE ACTIVITIES.
LO 3 READING AND VIEWING
AS Reads and responds critically to a variety of South
African texts
•Using appropriate reading and comprehension strategies
INTEGRATION: NS, LO 2
EMS LO 2
RESOURCES: VELD AND FOREST FIRES…
FIRE – FRIEND OR FOE? (Enemy) from: “You”, 17 February 2005.
•Learners study the information in their learner books.
•Teacher can also bring additional clippings from newspapers or magazines.
•Learners could also be asked to gather information from newspapers.
ACTIVITY 4.1
IN THEIR GROUPS:-
Learners read and view a variety of texts and view clippings from
newspapers and magazines on fire, its causes, prevention, management
in the veld, forests, plantations, formal and informal settlements.
Different groups are allocated specific information to access from the text
e.g. GROUP 1 GROUP 2 GROUP 3
Fire & its causes Fire prevention Management of fire in different areas
- Let the groups read the text and then discuss the information
- Each group then lists the information derived and presents this
during the report-back session.
ASSESSMENT RUBRIC FOR ACTIVITY 4.1
30.

Grade:
Date:
Activity:
Learner's name:
SAMPLE GROUP-ASSESSMENT SHEET FOR THE TEACHER
Use the following scale to assess learner's work in groups.
31.

WHAT IS FIRE?
Text available in learner's books
1. “Fire” is a process by which something is burned.
Fire destroys the components of any substance or changes its characteristics.
a) Fire involves extreme heat and usually flames and smoke are present during burning.
b) Fire can start naturally through intense heat causing combustion to occur.
c) This can also occur when lightning strikes a tree.
d) Fire can start when people are careless and drop hot ashes, or burning matches or
cigarettes in the veld.
e) A small fire can quickly spread and become a big fire if it has not been carefully and
completely extinguished.
f) Fire spreads very rapidly. Especially when the material that is burning is very dry, or is
particularly flammable, i.e. certain weeds, wood and grass.
g) Fire can become worse if there is wind, because the wind will blow the fire and the fire will
spread from one place to another. It then becomes very difficult, or impossible to control.
h) Fire can also be worsened if the air is very dry or warm winds are blowing.
What is needed for fire to burn?
Fuel
Air Ignition
2. Fire can be our BEST friend, or our worst enemy
Some of the advantages of fire are:
a) Fire provides heat for warming and cooking.
b) Many plants in nature rely on fire, to stimulate growth such as grazing for cattle.
c) Fire can provide light to people who do not have electricity (candles).
d) Fire can be used to prepare the land for seeding and planting.
e) We use fire to burn fire breaks. This helps to prevent uncontrolled fire from destroying our
property.
32.

FIRE – FRIEND OR FOE?
Fires can cause death and injury – but they're a natural phenomenon and can be good for the
environment.
In South Africa – as in many other parts of the world – runaway fires cause widespread devastation. In
2000 veld fires raged out of control in the Cape Peninsula and Eastern Free State. In 2001 more than
20 houses were destroyed by fire in Gordon's Bay. Last year three people were killed and several
injured by a fire in Orange Farm, Gauteng, which razed 1 500 shacks. Just before Christmas in 2004,
163 people were left homeless when fire swept through the Drommedaris informal settlement in
Stellenbosch. The new year had barely begun and Cape Town firefighters already had their hands full
battling blazes in Muizenberg, District Six and on Signal Hill. Properties were burnt down and
hundreds of people forced to flee. On 19 January this year fire swept through Joe Slovo informal
settlement in the Western Cape, killing a baby and leaving 12 000 people homeless. Fires not only
cause death and injury, they can also cause traffic chaos as vehicles are forced to stop to avoid flames
leaping across roads.
It is our responsibility to do everything in our power to prevent devastating runaway fires and to report
any sign of fire as soon as possible. But it's also important to note that fires aren't only destructive –
they're natural phenomenon and can be good for the environment. It may sound strange but experts
reckon smaller veld fires that break out from time to time can help many plant species to survive.
WHAT CAUSES FIRES?
Hot, windy and dry weather conditions are perfect for the spread of fires – but how do they start?
Fires can be manmade or caused by natural phenomena such as lightning, heat refection and sparks
generated by rock falls. But most fires are caused by careless people who throw cigarette butts in dry
grass, fail to put out their braai fires properly fail to check on fires they've made in large drums and so
on.
Electrical faults in houses can also cause fires as can glass bottles left in the veld. When the sun
strikes the glass at the right angle its rays are concentrated into a small point which can ignite a fire in a
dry, grassy area.
FIREFIGHTING: THE FIRE BRIGADE OF THE PAST
The history of firefighting goes as far back as Ancient Egypt. The ancient Egyptians used handoperated
pumps, a system which unfortunately wasn't very successful.
Firefighting became a serious career for the first time when devastating fires swept through Ancient
Rome. In 6 AD the Roman emperor announced in desperation that four percent of all state taxes
would be used to set up a fire brigade. It was known as Vigiles and consisted of seven units, each
consisting of 560 men.
At night the streets were patrolled by Vigiles members on the lookout for unattended fires. Remember
in those days there was no electricity so the city relied on fire for light and warmth. The chances of fire
breaking out were therefore great. Vigiles used buckets of water and simple pipes to extinguish fires,
and there were also a few doctors on duty to see to the injured.
Over the years Rome was struck by a series of fires, the biggest in 64 AD, a blaze which destroyed two
thirds of the city.
34.

HELP PREVENT FIRES
- Never extinguish a braai fire, campfire or any other sort of fire with sand.
Rather put them out with water to make sure the coals are dead.
- Pick up any glass you see lying in the veld. The sun's rays shining
through the glass can cause a fire.
- Never go to sleep while there's a fire burning nearby. Fires should be
watched at all times.
- Don't make fires where there are signs prohibiting them.
- Always take special care with fires when the wind is blowing.
- Always have adult supervision when playing with fireworks or conducting
experiments which could start a fire.
CONTROLLED FIRES
Controlled fires take place under supervision and help areas that need veld fires to regenerate.
The fires burn away small branches, leaves and other material which has collected on the ground
and therefore help prevent larger, uncontrolled veld fires. Controlled fires have to be precisely
planned and managed so they don't become runaway blazes.
VELD AND FOREST FIRES are a natural part of our ecosystem – some plants depend on them.
Do you and your school know about the Fire and Life Safety Programme?
Many fire stations in South Africa are involved with the communities they serve and teach people
about fire safety. They'll be able to teach you and your classmates exactly how to avoid fires and
what to do when fire breaks out.
On request firefighters will visit your school (in their firefighting outfits!) to present this programme.
It's aimed at learners from grade 0 to 7 and is anything but boring.
Among other things you'll learn
- Your local emergency number and how to report a fire.
- What to do if your clothes catch alight.
- How to crawl under clouds of smoke to safety.
- How to cool a burn wound.
- Safety regarding matches and cigarette lighters.
- How smoke alarms can save your life.
- What to do if fire breaks out in your home.
- How burglar-proofing can trap you during a fire.
Organize a visit by Working on Fire to your school. Teachers can use these contact details to
organize it.
FIRE CAN BE BENEFICIAL
In most cases fire causes a lot of damage, destroying houses and farms and threatening people's
lives. Many small animals also die in veld fires. But in spite of their destructive potential smaller
veld fires can occasionally have a positive effect on the environment. Veld and forest fires are a
natural part of our ecosystem. Some plant and tree species are dependent on veld fires. Many
fynbos species in the Western Cape have adapted so well to fires they depend on period (and
preferably controlled) fires for there survival and renewal. Some species grow back stronger and
therefore get a new lease on life after a controlled veld fire.
35.

ACTIVITY 4.2
- Ask the learners to summarize their findings in Activity 4.1.
- The findings are further summarized by the whole class as a guided summary.
- Every group makes its own contribution to the compiled summary.
- Each learner summarizes a text with support.
ACTIVITY 4.2 - RUBRIC
ACTIVITY 4.3
LO 2: SPEAKING
AS: Communicates experiences, more complex ideas and in more challenging context.
LEARNERS WORK IN PAIRS OR AS INDIVIDUALS.
•They write down their ideas.
•They use free verse, i.e. the verses need not rhyme and the length of the lines may vary for
emphasis.
•Learners have to use descriptive language to paint a vivid mind picture of the situation.
•Emphasis on the use of descriptive words.
•Learners encouraged to use adjectives that have not become overused and worn out and
phrase their ideas in fresh original language.
•Learners use the information supplied to write a poem.
•Use the poem “I am fire” as an example of how to go about this task.
It should cover some of the following aspects:
* Fire – its causes
* Benefits of fire
* The dangers of fire (mention the social, economic and environmental aspects)
* The people who deal with fire.
RUBRIC FOR ASSESSING POEM
36.

ACTIVITY 5
SHACK FIRE HORROR
ACTIVITY 5.1
- Learners are to write an individual / paired letter to a friend in another town, based on the
picture “Shack fire horror”.
- They are to imagine that they were one of the occupants of this shack in an informal
settlement.
- Have them narrate or describe what happened during the fire that left their shack in this
state.
- They are to say how the fire started and when.
- Have them say:
What was the weather like?
Who else was there?
What they as well as other people did to contain or stop the fire?
What did they smell before, during and after the fire?
- Their letter should not be longer than 1½ pages.
37.

ASSESSMENT RUBRIC TO ASSESS THE LETTER
ACTIVITY 5.2
TEXT FOR ACTIVITY 5.2
SHACK FIRE HORROR – SunNews – Sunday 20 February 2005
Written by:PONKO KA MASIBA
Nomboniso Mkabus (35) of Samora Machel informal settlement in Cape Town is unable to talk
and lies motionless in the GF Jooste Hospital intensive care unit after suffering third-degree
burns in a shack fire earlier this week.
However, the biggest tragedy of all is that her husband, Sabelo, and their two children,
Mzukisi (9) and Onele (3) died in the inferno in the early hours of Monday morning – and she
knows nothing about it. According to her sister, Boniswa, the cause of the fire is unknown.
“My sister is not aware that her family has been wiped out by the fire,” she says. “We
can't tell her at this stage because she is still critical. Besides, she seems to be confused and
can't talk.” When Sunday Sun visited the destroyed shack, green flies were swarming around
the burnt-out ruins, feasting themselves on what appeared to be human fat and blood. No
funeral arrangements have yet been made.
A hospital official described Mkabuza's condition as serious but stable. “She is improving
day by day, but still can't talk. “Because of her bad condition, we have agreed with the family that
no visitors be allowed until further notice.”
38.

A. 3 B. 7
C. 6 D. 4 E. 2
F. 1 G. 5
40.

HOW WE CAN INCLUDE PEOPLE WITH DISABILITIES IN OUR LIVES:
ALTERNATIVE WAYS OF COMMUNICATION
SIGN LANGUAGE
How can I tell my friend who cannot hear, what to do in case a fire breaks out?
We can tell him/her by using sign language.
• Try to sign this message to your friends.
SPECIAL NEEDS
41.

• Make sure that your classmates who cannot hear will also get this message.
• We always need to take care of disabled people and include them in our activities.
Although blind people can hear when there is a fire alarm, and can hear that they must stop, drop
and roll, we must also help them to crawl low under the smoke and show them the way by, leading
them in case of fire.
42.

If we want to let them “read” about fire, we must use the Braille alphabet. It consists of dots that
the blind person can “feel” with his or her fingertips. The dots are little humps made by a special
typing machine.
This is what the alphabet looks like:
ACTIVITY 1
If you want to “feel” the letters, use a paper punch and punch a piece of sandpaper. Stick the
small circles in the patterns of the letters.
ACTIVITY 2
• See if you can read what the blind person had written here.
• Make use of the Braille alphabet.
• Use the alphabet and decipher the message on this page.
• Write the letters below the dotted patterns.
s t o p d r o p r o l l
i f y o u r c l o t h e s c a t c h f i r e
d o n o t r u n
t h i s w i l l m a k e i t w o r s e
g e t d o w n
r o l l o v e r a n d o v e r
t h i s w i l l p u t t h e f i r e o u t
c r a w l l o w u n d e r s m o k e
s t a y l o w a n d g o g o g o
Do remember to be thankful for the ability to see and hear!
43.

VRAAG 1
AFRIKAANS HUISTAAL
LU 1 LUISTER
AS Geniet dit om na verskillende soorte mondelinge tekste te luister
(soos stories, fabels, limerieke, kort verslae) en reageer gepas.
LU 3
AS Verstaan en reageer gepas op informatiewe tekste:
Lees die onderstaande gedeelte en doen die oefeninge wat daarp volg.
In Suid-Afrika, soos in baie ander dele van die wêreld, is wegholbrande 'n werklikheid. Ons land word
elke jaar deur groot brande geteister.
Tientalle mense sterf en derduisende mense word dakloos gelaat, veral in plakkerskampe waar hutte
na aan mekaar geleë is.
In Junie verlede jaar (2005) het drie mense van een gesin doodgebrand in Oranje Farm, Gauteng, toe
1500 woonplekke onder vlamme deurgeloop het. Die nuwe jaar het skaars begin of
brandbestryders het bontgestaan met veldbrande in Muizenberg, Distrik Ses en teen Vlaeberg,
waarin verskeie eiendomme afgebrand en honderde mense skade gely het. Op 19 Januarie is 'n baba
dood en 12 000 mense dakloos gelaat in 'n brand in die Joe Slvo-gemeenskap in die Wes-Kaap.
In 2000 het hektaars fynbos in die Kaapse Skiereiland en groot stukke weiveld in die Oos-
Vrystaat in groot veldbrande in die slag gebly. Die jaar daarna is 22 huise in Gordonsbaai aan die
Valsbaaise kus in puin gelê deur 'n veldbrand.
- Sulke brande kan groot verwoesting saai. Behalwe huise wat afbrand, kan mense ook seerkry en
verkeer tot stilstand gedwing word wanneer die verterende vlamme oor die pad trek.
- Mense moet al die moontlike doen om sulke veldbrande te voorkom of dadelik aan te meld as hulle
dit opmerk.
- Tog is dit belangrik om te weet dat alle brande nie net verwoesting saai nie. Veldbrande is 'n
natuurlike verskynsel wat ook goed vir die omgewing kan wees.
- Klink dit vreemd? Volgens kenners is kleiner veldbrande af en toe goed vir die oorlewing van baie
plantspesies.
Beantwoord die volgende vrae oor die leesstuk
1.1 Hoe gereeld word inwoners van Suid-Afrika deur veldbrande bedreig?
Ons land word jaarliks deur groot brande geteister
1.2 Wanneer het die eerste veldbrand in 2005 uitgebreek?
Skaars na die begin van die nuwejaar
1.3 Noem die drie plekke wat deur hierdie veldbrande geteister is?
Muizenberg, Distrik Ses en teen Vlaeberg
1.4 Wat het in die Joe Slovo-gemeenskap gebeur wat hulle baie hartseer gemaak het?
'n Baba het doodgebrand en 12 000 mense dakloos gelaat.
1.5 Waar het veldbrande in 2000 groot skade aangerig?
In die Kaapse Skiereiland en in die Oos-Vrystaat.
44.

Wat veroorsaak brande?
Winderige, warm en droë weerstoestande skep 'n gunstige klimaat vir die verspreiding van 'n vuur.
Brande kan of mensgemaak wees of deur die natuur veroorsaak word. In die natuur kan weerlig,
weerkaatsing en rotes wat neerstort brande begin. Die meeste word egter deur die mens gestig.
Sigarette wat in droë gras gegooi word, braaivleisvure wat nie behoorlik geblus is nie, vure in dromme
wat hitte verskaf en elektriese foute kan brande laat uitbreek. Selfs 'n bottle wat in die veld lê, kan 'n
brand veroorsaak as die so daarop skyn dat dit soos 'n vergrootglas die son op 'n kol droë gras fokus.
VRAAG 2
LU 6
AS Werk met woorde:
Omkring soveel woorde as wat jy kan in die woordblok hier onder.
Al die woorde het te make met brande. Probeer die volgende 20 woorde kan identifiseer.
Vuur
puin
dakloos
sigarette
brand
skade
braaivleisvure
brandbestryder
vlamme
veld
vlug
dakloos
brandwonde
weerlig
brandweer
doodgebrand
hitte
verwoes
natuur
45.

VRAAG 3
LU 6
AS Werk met woorde:
•herken korrekte woordverdelings;
•ontwikkel woordeskat deur woordfamilies en woorde uit dieselfde veld te herken;
•begin besef dat talle woorde uit verskillende komponente bestaan;
Lees weer die leesstukke en haal die volgende woorde uit die leesstuk
3.1 Soek 3 woorde wat uit meer as een woord saamgestel is.
Bv. Veld + brande - veldbrande
3.1 Identifiseer 5 meervoude. Bv: mens – mense
3.3 Skryf 'n sin neer wat 'n vraag vra (vraagsin) neer uit die leesstuk.
Klink dit vreemd?
46.

VRAAG 4
LU 6
As Werk met tekste
Skakel sinne in 'n samehangende paragraaf deur verbindingswoorde (soos 'ook',
'uiteindelik'), voegwoorde en voornaamwoorde te gebruik.
Lees die volgende sinne en vorm een sin van die twee sinne deur die woord tussen
hakies te geruik.
4.1 Brandbestyders probeer hulle bes. Mense se lewens is in gevaar. (want)
Brandbestryders probeer hulle bes, want mense se lewens is in gevaar.
VRAAG 5
LU 2 Praat
AS Dra ervaringe, idees en inligting in verskillende kontekste vir verskillende teikengroepe en
doeleindes oor:
Klasbespreking (Groepbespreking)
Watter slegte dinge gebeur met die volgende groepe as daar wegholveldbrande is.
Laat die leerders as groep terugvoer gee. Miskien in groepe van 6, dank an twee oor een punt terugvoer
gee bv: Johan en Marie oor mense.
• Mense
• Diere
• Natuur
47.

Gebruik hierdie TABEL om die groep te assesseer:
48.

AFRIKAANS EERSTE ADDISIONELE TAAL
VRAAG 1
LU 1 LUISTER
AS Geniet dit om na verskillende soorte mondelinge tekste te luister (soos stories, fabels,
limerieke, kort verslae) en reageer gepas.
LU 3
AS Verstaan en reageer gepas op informatiewe tekste:
Lees die onderstaande gedeelte en doen die oefeninge wat daarp volg.
In Suid-Afrika, soos in baie ander dele van die wêreld, is wegholbrande 'n werklikheid. Ons land word
elke jaar deur groot brande geteister.
Tientalle mense sterf en derduisende mense word dakloos gelaat, veral in plakkerskampe waar hutte
na aan mekaar geleë is.
In Junie verlede jaar (2005) het drie mense van een gesin doodgebrand in Oranje Farm, Gauteng, toe
1500 woonplekke onder vlamme deurgeloop het. Die nuwe jaar het skaars (2006) begin of
brandbestryders het bontgestaan met veldbrande in Muizenberg, Distrik Ses en teen Vlaeberg,
waarin verskeie eiendomme afgebrand en honderde mense skade gely het. Op 19 Januarie 2003 is 'n
baba dood en 12 000 mense dakloos gelaat in 'n brand in die Joe Slvo-gemeenskap in die Wes-Kaap.
In 2000 het hektaars fynbos in die Kaapse Skiereiland en groot stukke weiveld in die Oos-Vrystaat in
groot veldbrande in die slag gebly. Die jaar daarna (2001) is 22 huise in Gordonsbaai aan die
Valsbaaise kus in puin gelê deur 'n veldbrand.
• Sulke brande kan groot verwoesting saai. Behalwe huise wat afbrand, kan mense ook seerkry en
verkeer tot stilstand gedwing word wanneer die verterende vlamme oor die pad trek. (2004)
• Mense moet al die moontlike doen om sulke veldbrande te voorkom of dadelik aan te meld as hulle
dit opmerk.
• Tog is dit belangrik om te weet dat alle brande nie net verwoesting saai nie. Veldbrande is 'n
natuurlike verskynsel wat ook goed vir die omgewing kan wees.
• Klink dit vreemd? Volgens kenners is kleiner veldbrande af en toe goed vir die oorlewing van baie
plantspesies.
Beantwoord die volgende vrae oor die leesstuk
1.1 Hoeveel mense van een gesin het doodgebrand by Oranje Farm?
Drie mense van een gesin het doodgebrand
1.2 Noem die drie plekke wat deur hierdie veldbrande geteister is?
Muizenberg, Distrik Ses en teen Vlaeberg
1.3 Waar het 22 huise afgebrand?
In Gordonsbaai aan die Valsbaaise kus.
1.4 Waar het veldbrande in 2000 groot skade aangerig?
Hektaars fynbos in die Kaapse Skiereiland en groot stukke weiveld in die Oos-
Vrystaat in groot veldbrande
1.5 Wat moet motoriste doen as vlamme oor die pad trek?
Motoriste kan tot stilstand gedwing word
49.

Wat veroorsaak brande?
Winderige, warm en droë weerstoestande skep 'n gunstige klimaat
vir die verspreiding van 'n vuur. Brande kan of mensgemaak wees of
deur die natuur veroorsaak word. In die natuur kan weerlig,
weerkaatsing en rotes wat neerstort brande begin.
Die meeste word egter deur die mens gestig. Sigarette wat in droë
gras gegooi word, braaivleisvure wat nie behoorlik geblus is nie, vure in
dromme wat hitte verskaf en elektriese foute kan brande laat uitbreek.
Selfs 'n bottle wat in die veld lê, kan 'n brand veroorsaak as die so
daarop skyn dat dit soos 'n vergrootglas die son op 'n kol droë gras
fokus.
VRAAG 2
LU 6
AS Werk met woorde:
Omkring soveel woorde as wat jy kan in die woordblok hier onder. Al die woorde het te
make met brande. Probeer 20 woorde identifiseer.
Vuur, puin, dakloos, sigarette, brand, skade, braaivleisvure, brandbestryder, vlamme, veld, vlug,
dakloos, brandwonde, weerlig, brandweer, doodgebrand, hitte, verwoes, natuur
50.

VRAAG 3
LU 6
AS Werk met woorde:
•herken korrekte woordverdelings;
•ontwikkel woordeskat deur woordfamilies en woorde uit dieselfde veld te herken;
begin besef dat talle woorde uit verskillende komponente bestaan
Voltooi die table deur die regte antwoord te gee. Kyk ook na die voorbeeld.
VRAAG 4
Skryf elke keer 'n woord neer met die teenoorgestelde betekenis as die gegewe woord.
VRAAG 5
Lees die volgende sinne en vorm een sin van die twee sinne deur die woord tussen hakies
te geruik.
5.1 Brandbestyders probeer hulle bes. Mense se lewens is in gevaar. (want)
Brandbestryders probeer hulle bes want mense se lewens is in gevaar.
51.

VRAAG 6
LU 2 Praat
AS Dra ervaringe, idees en inligting in verskillende kontekste vir verskillende teikengroepe en
doeleindes oor:
LU 3 LEES EN KYK
AS Toon, op 'n eenvoudige manier, begrip van die elemente van stories:
LU 4 SKRYF
AS teken en skryf byskrifte by eenvoudige kaarte, diagramme, grafieke en tabelle;
Werk saam in groepe en maak 'n tydlyn wat jul on 'n tydkapsule ( ou koeldrankbotter) bêre
sodat leerders later jare kan sien watter brande verwoesting gesaai het.
Teken ook aan watter veldbrande het waar gewoed in 'n sekere jaar.
Die Tydlyn sal min of meer die volgende inligting bevat, maar kan op 'n lyn aangedui
word. Gebeure moet kronologies wees.
2000 - Fynbos brand af.
- Weiveld brand af in die Oos-Vrystaat
2001 - 22 huise brand af in Gordonsbaai
2003 - Baba brand dood in die Joe-Slovo plakkerskamp
- 12 000 mense word dakloos gelaat
2004 - Brande naby die teerpad bring die verkeer tot stilstand.
2005 - Drie mense van een gesin doodgebrand in Oranje Farm
- 1500 woonplekke loop onder die vlamme deur (Gauteng – Oranje Farm)
2006 - Veldbrande in Muizenberg, Distrik Ses
- Vlaeberg – eiendomme afgebrand
52.

Assesering van TYDKAPSULE
Gebruik hierdie TABEL om die groep te assesseer:
53.

LIFE ORIENTATION
STOP POLLUTION AND PROTECT
SOUTH AFRICA'S ENVIRONMENT
LEARNING OUTCOME #1 - HEALTH PROMOTION
The learner will be able to make informed decisions regarding personal, community and
environmental health.
ASSESSMENT STANDARDS #2 & #3:
•Explores and reports on links between a healthy environment and personal health.
•Explains children's health rights and responsibilities, and suggests ways in which to apply
these in a familiar situation.
LEARNING OUTCOME #2 - SOCIAL DEVELOPMENT
The learner will be able to demonstrate an understanding of and commitment to constitutional rights
and responsibilities and to show an understanding of diverse cultures and religions.
ASSESSMENT STANDARD #1
•Discusses children's rights and responsibilities as stipulated in the Republic of South Africa
Constitution Bill of Rights.
54.

ACTIVITY 1
Teacher's Note to “A FIRE IN THE VELD”
•Before reading the story, tell the lLearners to rustle a piece of paper or a plastic bag every time
they hear you read the words . . . 'The fire crackled'.
•Talk to the children about the dangers of playing with fire.
•You can also use this story as a reading lesson.
A FIRE IN THE VELD
Simon and Kyle were two naughty boys. They lived next to an open veld. Lots of birds, animals and
insects lived in the veld. There was a weaver bird's nest in an acacia tree. It had eggs in it. A
mongoose and her two babies lived in a pile of dry grass.
There were also four grasshoppers, a brown snake, three mice, six beetles and a beehive. All the
creatures lived happily in the veld. Simon and Kyle loved to play there. It was their favourite place.
One day Kyle found a box of matches. Simon and Kyle decided to hide in the veld and light them. One
by one they lit the matches and blew them out.
“Let's make a fire,” said Simon. The two boys made a nice pile of sticks and dry grass.
Kyle lit a match and set it alight. The fire crackled.
“Look at the flames,” said Simon. “Feel the heat,” said Kyle.
The fire crackled.
The flames grew higher and higher. The fire crackled louder.
“I think we should put the fire out now,” said Simon. So the boys beat the fire with sticks. But the flames
grew bigger and bigger. The fire crackled louder, louder.
“I can't stop the fire!” shouted Kyle. “It's getting hotter!” yelled Simon. The boys tried to put the flames
out by beating them with their jerseys. But the fire crackled even louder.
Simon and Kyle were very scared of the fire. So were the birds, insects and animals. The boys saw the
weaver bird fly away from her nest. The whole acacia tree was covered in flames. The boys saw the
mongoose and her babies running for their lives with flames behind them. The boys saw a swarm of
bees buzzing away loudly. Their hive was burning.
The fire crackled very loudly!
Simon and Kyle saw insects flying, a snake slithering and mice all running for their lives. Very soon
Simon and Kyle had to run too. The flames were as tall as a house. All of a sudden the boys heard the
sound of a fire engine. What does a fire engine sound like?
Make the sound ! ! !
The fire fighters worked quickly. They beat the flames with big fire beaters and squirted lots of water
with a hose. The fire fighters soon put the fire out. Simon and Kyle came back to the veld to look at their
favourite place. They were very sad. It was all black and smoky. There was no grass and even the tree
was burned.
The weaver bird had gone. The beehive was gone. The snake had gone. The mice had gone. The
insects had gone. Even the mongoose had gone.
“I wish we hadn't started the fire,” said Simon. “Me too,” said Kyle.
From that day on Simon and Kyle never played with matches again.
55.

ACTIVITY 2
KNOW YOUR RIGHTS AND RESPONSIBILITIES
•Understand and be able to tell in your own words the rights and responsibilities of everyone
under the Republic of South Africa Constitution Bill of Rights.
•Discuss these rights and responsibilities with your class.
THE CONSTITUTION OF THE REPUBLIC OF SOUTH AFRICA
Chapter 2 Bill of Rights
Environment
24. Everyone has the right –
(a) to an environment that is not harmful to their health or well-being; and
(b) to have the environment protected, for the benefit of present and future generations, through
reasonable legislative and other measures that –
Educator:
(i) prevent pollution and ecological degradation;
(ii) promote conservation; and
(iii) secure ecologically sustainable development and use of natural resources while
promoting justifiable economic and social development.
Below is an explanation of the Republic of South Africa Constitution, Bill of Rights, for the
environment, simplified for lLearners:
•The Bill of Rights is our government's promise to protect all South Africans and all the land
that is South Africa.
•As South Africans we have the right to live in a healthy environment.
•As South Africans we have the responsibility to protect South Africa for all the people who
will live here in the future.
•As South Africans we all must all help to take care of our lands, and natural resources like
keeping our rivers clean and preventing and stopping forest fires.
•As South Africans we keep our country clean, safe and healthy.
•Our rights have been given to us by the Bill of Rights, which is based on the Constitution.
•All children have the right to a name, basic care, security, nutrition and protection against
abuse. Other rights include a safe and healthy environment.
•Having rights means that we also have responsibilities and duties. An important
responsibility is the one of ensuring that we respect that others also have rights. We also
have a responsibility to make South Africa a just and fair country.
•Our country has a rich plant and animal life. This richness is represented by the national
symbols for our natural resources. These include:
National Coat of Arms National Anthem
National Flag Tree: Real Yellowwood
National Mammal: The Springbok National Bird: Blue Crane
Natonal Fish: Galhoen National Flower: Giant or King Protea
56.

ACTIVITY 3
FIRE AWARENESS BOOKMARK
Provide learners with a copy of the bookmark handout.
•Learners are to cut out the bookmark from the copy supplied to them, gluing the backs together.
•Learners then cut out the national symbols and glue then to the bookmark.
•Help them punch a small hole at the top of the completed bookmark and attach a length of string
or knitting yarn for decoration.
1. After Learners have finished their bookmarks, start a brief class discussion about the national
animals and plant symbols pictured on the Learner Work Book page.
2. Read the following text:
Our country has a rich plant and animal life. This richness is represented by the national symbols
for our natural resources. These include:
National Coat of Arms National Anthem
National Flag Tree: Real Yellowwood
National Mammal: The Springbok National Bird: Blue Crane
National Fish: Galhoen National Flower: Giant or King Protea
It is important that each of us protects and helps to sustain our country's rich diversity. These
national symbols are of particular importance to us if we want our future generations to see them.
We can help to protect them by learning about the dangers of wild fires.
By protecting the natural resources, you make them your own! When you own them, you will be
proud of them.
Reprinted from: Environmental Diary 2005, Sustainable Living at Work
3. Ask learners what happens to animals and indigenous vegetation when wild fires burn out of
control in the veld.
4. This activity could be assessed as a presentation.
ACTIVITY 4
FIRE ESCAPE PLAN, MAP AND FIRE DRILL
Make opies of the grid
•Help learners draw an aerial view of their school buildings.
•Instruct learners to draw an aerial view of school buildings on the page grid darkening the location
of their classroom.
•Remind learners will to count the number of buildings and the relative size of each as well as the
playground area surrounding the school.
•Tell learners to pair up and leave the classroom with pages grid and a pencil.
•Have them use the grid drawing of your school to map out a fire escape route from their
classroom to a safe place where everyone will stay until hearing the “All clear” signal to return to
class.
•They are to invent an “All clear” signal.
•When they return to class discuss the school's fire drill procedure with the learners.
•Tell learners to paste their completed plan in their workbook.
57.

NOW PLAN A WHOLE SCHOOL FIRE DRILL
•Before you organise the whole school fFire dDrill make sure learners are well informed about
the fire plan.
•Discuss the exercise with the principal and other staff members.
•Make arrangements for learners with special needs.
•Appoint a few of the lLearners as mMonitors who will during the drill check to see that no one
has been left behind.
•The monitors must give their teacher feedback about their task after the drill.
•Hold a class discussion after the fFire dDrill. Have the class fFire dDrill mMonitors discuss the
following:
1. Did your class evacuate quickly enough?
2. Did the mMonitors do their job?
3. What first- aid techniques should learners apply if someone's life is at risk?
4. If you notice a fire, who should you phone or otherwise inform?
5. What safety measures can one put in place during a fire?
•Discuss with the class how each of them can make their fFire dDrill better and safer.
Reprinted from: www.you.co.za February 17, 2005
ACTIVITY 5
MY ROLE IN KEEPING SOUTH AFRICA BEAUTIFUL
•Form groups of five learners.
•Ask them to look at the Conservation diagram in their workbooks.
•Ask them to think about how accidental, wild and uncontrolled fires can endanger lives and
property.
•Learners are to study all the aspects written in bold and discuss how they could be related to
wild fires.
•Have them make a list of ways in which each of them can help to raise fire prevention
awareness in their community and help prevent fires to keep South Africa beautiful.
They are to present their ideas to the class as you write and consolidate their ideas on the
board.
58.

ACTIVITY 6
JUNIOR FIRE MARSHAL QUIZ
•Answer all the questions correctly on the junior fire marshal quiz.
•Have a ceremony to award learners the Junior Fire Marshal Certificate to take home to hang
on their walls.
JUNIOR FIRE MARSHAL QUIZ ANSWERS
1. What protects the beauty of my South Africa environment for me and for future
generations? Write a sentence.
_______________________________________________________________
2. It is my responsibility to pollute our land. F
3. Big fire beaters and lots of water will help to keep a veld fire burning. F
4. What should I do if my clothes catch fire? Stop ! Drop ! and Roll !
4. It is my job to report fire hazards. T
5. A burning plantation is something I should be concerned about. T
6. If I see matches in a room I should pick them up. F
7. Burning garbage helps to recycle waste and prevent pollution. F
8. Most wild fires are started by people being careless. T
9. My school and home do not need a fire escape plan. F
10. Being a fire marshal is a very important job. T
WORKING ON FIRE ASSESSMENT RUBRIC
59.

ACTIVITY 1
SPACE & SHAPE
MATHS
L03 AS2 Describes, sorts and compares two-dimensional shapes and three-dimensional objects
from the environment according to geometrical properties including:
•Shapes of faces
•Number of sides
•Flat & curved surfaces
•Straight & curved sides
AS3 Investigates and compares (alone and/or as a member of a group or team) two-dimensional
shapes and three-dimensional objects studied in this grade according to properties listed above
by:
Making three-dimensional models using cut-out polygons (supplied)
1. Divide learners into manageable groups
2. Refer them to the relevant page of the activity book
3. Let them read through and demonstrate their understanding of the content
4. Let them do activity 1.1 to 1.3 in pairs
Give constructive feedback
1.1 R 2 735 x 26 cattle = R 71 110
+
R 75 000 x 5 tractors = R 375 000
Money Lost R 446 110
1.2 House R 435 000
Furniture R 600 000
Money in safe R 170 000
Cattle R 71 110
Tractors R 375 000
Car R 126 000
Total R 1 777 110
1.3 Perimeter (L + B)2
=(15cm + 15cm)2
=(60cm)
60.

1. Practical activity (project) i.e. group work
Provide each group with the following resources:
a. A square template of flat surface (An example is on the next page of this book, but
there is also a copy in the learner's book).
b. Flat cardboard (i.e. empty containers of Corn Flakes, powder soap etc.)
c. Pen / pencil
d. Pair of scissors
e. Elastic bands (size 12)
f. Net shown on sheet of paper
2. Let each group leader read through the instructions from their activity book before they do the
project.
3. Observe and give assistance where necessary
4. After they have made the safe box (i.e. a cube) explain the following before they complete the
table
- A face is a flat surface of mathematical solids
- Edge is a straight line where two faces meet
- Vertex is the point where two or more edges meet to form a corner
Example:
61.

TEMPLATE FOR SAFE
62.

ACTIVITY 2
LO5 Data handling
AS 7 Critically reads and interprets data presented in a variety of ways (including own representations,
representations in the media – words, graphs, pie graphs) to draw conclusions and make predictions
sensitive to the role of:
•Context (e.g. rural/urban, national/provincial)
•Categories within the data (e.g. age, gender, race)
•Other human rights issues
1. Before doing this activity make sure that your learners can use protractors
2. Learners must be able to read and write degrees
3. Use the protractor to draw the pie chart as shown below
2.1 Pie chart:
63.

2.1 Carbon dioxide
2.2 Yes
2.3 Open-ended question
64.

Activity 3
ACTIVITY 3
L04 Measurement AS5
L01 AS6
L01 AS8
• Learners must be familiar with the SI units and must be able to do conversion
3.1 Numbers of trees burnt down
28 336 x 1 666
= 47 207 776 trees
3.2 Money lost through the burning down of plantations
47 207 776 x R 10
= R472 077 760
3.3 A hectare is 100m x 100m = 10 000m²
3.4 It is a 2-D shape
3.5 To find the m² burnt down
28 336 x 10 000
= 283 360 000m²
3.6 Open-ended question
65.

ACTIVITY 4
L01 Numbers; operations and relationships
AS4 Recognises the place value of digits in
•Whole numbers to at least 9 digit numbers
•Decimal fractions to at least 2 decimal places
AS8 Estimates and calculates by selecting and using operations appropriate to solving problems
that involve:
4.1
•Rounding of to the nearest 100 and 1000
•Addition and subtraction of whole numbers
1. Divide learners into manageable groups
2. Refer them to the relevant page of the activity they are going to do
3. Give them detailed information about aerial assistance as reflected in the activity book
4. Let them read through and demonstrate their understanding of the content
5. Ask them to answer the questions given on their activity sheet
6. Allow for open discussion about their answers
7. Let each group report back about their final answers
8. Consolidate their answers by giving them constructive feedback
4.2 To find the number of hours spent by the 3 aircraft:
100.7 hrs
+ 138.7 hrs
+ 970.0 hrs
1209.4 hrs
nearest whole number = 1209
4.3 To find the number of days, take 1209 hrs from (no 4.2) and divide by 24 hrs
i.e. 1209 ÷ 24 = 50 days
4.2 To find the total loss of the 3 aircraft:
R 121 111, 89
+ R 869 649, 00
+ R 2 543 340, 00
R 3 534 100, 89
Nearest hundred R 3 534 100
Nearest thousand R 3 534 000
66.

LEARNING OUTCOME 1: HISTORICAL ENQUIRY
The learner will be able to use enquiry skills to investigate the past and present.
The learner asks questions about aspects of the past using objects, pictures, written sources,
buildings, museum displays and people (oral history).
ASSESSMENT STANDARDS:
1. Records and organises information from a variety of sources (e.g. oral, written and visual
sources, including maps, graphs and tables, objects, buildings, monuments, museums)
[works with sources].
2. Uses information from sources to answer questions about people, events, objects and places
in the past [answers the question].
3. Communicates knowledge and understanding in a variety of ways, including discussion,
writing a paragraph, constructing a book, collage, poster, artwork, drama, dance and music
[communicates the answer].
LEARNING OUTCOME: 2 HISTORICAL KNOWLEDGE & UNDERSTANDING
1. The learner will be able to demonstrate historical knowledge and understanding.
ASSESSMENT STANDARDS:
1. Uses common words and phrases relating to the passing of time (e.g. old, new, before, after,
months, years [chronology and time].
2. Gives reasons for and explains the results of actions of people in the past in a given context
[cause and effect].
3. Identifies similarities and differences between past and present ways of doing things in a given
context [similarity and difference].
ACTIVITY 1
INVESTIGATION OF HOW FIRE WAS DISCOVERED
•Discuss with your class the value of data collection. Encourage Learners to put as much
information about early discovery of fire by their ancestors. See if learners can incorporate
facts from their interviews in their drawing. Refer to Arts & Culture section on interviews.
•Data collection is a very important skill to learn. Many of life's situations require data collection.
It is necessary if we are to make informed decisions. All jobs and all ways of life require us to
gather and use information. Every single activity we do is guided by the data we have absorbed
and stored over the course of our lives.
“Tools of The Trade Skills and Techniques for Environmental Education in Namibia”, Author: du Toit,
Derick, Published by: Desert Research Foundation of Namibia Minister of Education and Culture,
1995.
NEW VOCABULARY WORDS
SOCIAL SCIENCES
•Introduce these new words to be sure learners understand their meanings.
•Ask them to use these new words when writing the information they gather during their
interviews.
67.

FRICTION: Rubbing of one surface against another.
FLINT: Very hard stone that can produce sparks when struck with steel.
SMELTING WORKS: A place where ore is heated and melted to obtain the metal it contains.
FORGE: To shape by heating in a fire and hammering into desired shape.
Brings samples
and/or pictures,
objects to clarify
the interview
process.
Presents
experience
to class.
CONDUCTING INTERVIEWS
•Review the learner's Interview Worksheet questions and instructions with them before they
begin their interviews. These questions follow:
1. Ask your parents, grand parents, neighbours or the elders from your community to tell you
any stories they can remember about how fire was discovered many, many years ago.
Record these stories.
2. Ask parents, grand parents or community elders to tell any stories they can remember about
how fire was used by their ancestors. Record these stories.
3. Make a list of the dangers and the benefits of each use of fire in the stories you collect.
4. Make a list of how fire is used today by your family, your neighbours, and your community in
their homes or in your cultural ceremonies and rituals such as dance, music, and customs.
5. Draw a picture of how your family or ancestors used fire.
6. Bring to class any articles used by your ancestors or family to keep fire burning for cooking,
hunting or for keeping warm.
Learners are to come to class prepared to make a class presentation about the information they
have gathered.
ACTIVITY #1 – RUBRIC
Returned
homework
assignment on
time.
Responses are
clearly written
and easy to
read.
ACTIVITY 2
ACTIVITY #2: CLASS PRESENTATION
•In class lLearners will show and tell what they have learned through their interview process
with their ancestors.
•Learners will list how fire was discovered, how it was used, and what were the dangers and
benefits of each use of fire in the stories they have been told.
ACTIVITY #2 – RUBRIC
68.

ACTIVITY 3
HISTORY OF FIRE
•Read “Life in the Iron Age” to the class.
•Have them read along with you from the story in their workbooks.
•Divide class into groups four to five learners.
•Learners in groups of four or five will create a poster or drawing of how fire was used
during the Iron Age.
LIFE IN THE IRON AGE
•We are not sure how people first discovered fire. But all the people of the world have a
different story to explain how fire was first discovered.
We know that people lived in the Gauteng area nearly 900 years ago. They planted crops, kept cattle
and made tools from wood, clay and iron. These settlers used fire to provide warmth, for cooking, for
protection from wild animals and to extract iron from ore.
Twelve people laboured for ten days to make a spearhead for a weapon. They gathered great mounds
of wood, then burned it to make charcoal. The charcoal fuelled the furnace at the smelting works where
the spearhead was forged into shape. In time, having used all the wood around, the whole community
had to move to another area.
Bird Life South Africa (2000) Learning for Sustainable Living: An Integrated Learning Resource for Environmental Education
ACTIVITY #3 – RUBRIC FOR ASSESSMENT OF POSTER
Group created
poster or
drawing
illustrating how
fire was used
during the
iron age.
69.

ACTIVITY 4
DISCOVERY OF FIRE
•Let the learners read, “How Fire Was Discovered”.
•They are to discuss and agree upon answers to the three questions about the story.
•Call upon three groups to each present their answer to one question to the class.
•Allow this process to evolve into a class discussion concerning the three questions and the
answers the class decides upon for each question.
QUESTIONS AND ANSWERS:
1. What happened to the meat when it was put over the fire? Write a sentence.
It gets very hot and the meat turns from red to brown.
2. What did Ka Kani use to make fire? Make a list.
Twirling one stick in a hole in the other stick
Dropped some scraps of dray bark into the smoking hole
Blew gently but steadily into it
Quickly and carefully tipped the bark into a ball of dry grass
Blew on the ball of dry grass
3. What did Ka Kani do when he saw smoke coming from the stack? Write a sentence.
Ka Kani blew on the stack and tipped it into the dry grass.
ACTIVITY 5
THE DANGER OF FIRE
•Let the learners read “New Skills, New Power, New Progress”.
•Talk to the learners about the danger to the homes of the rural villagers when fighting a wild fire.
•Ask what learners can do to help prevent wild fires in rural areas.
•Talk to the learners about good and bad uses of fire.
•Initiate a class discussion about the knowledge about fires the learners have gained in these
activities.
70.

LO 2: Constructing Science Knowledge
AS: Recalls meaningful information.
ACTIVITY 1
NATURAL SCIENCES
1. Divide the class into groups of five.
2. On their activity sheet they will find a definition of a system. You may have a candle in class to show
the wax and the wick (the thread running through it). Ask them how many parts a candle has. Use a
lamp, let them discuss the different parts of that: A container for oil, a wick, something to turn the
wick up and down, a glass to cover the flame. Do they know why it is open on top? (This they will be
able to answer at the end of our lessons), etc.
3. Ask them to discuss fire systems they use in their homes, and complete the mind map on the
activity sheet.
4. Consolidate their answers by drawing a mind map on the board and fill in their responses.
5. They might come up with the following:
Furnace or
Fire place
Imbawula
Primus
Candle
Lantern
Fire systems
giving light & heat
in our homes
Gas stove
BBQ grill
Primus
Stove
Lamp
6. Expanded opportunity. Learners might also come up with "electric stove". Ask them wether that is
a fire or a flame. Lead them to understanding the section on power stations. There is fire, but they
are burning at the power station where air pollution is also a big problem. If we save electricity, we
prevent this pollution.
LO 2: Constructing Science Knowledge.
AS: Categorizing
71.

Use the information that follows to interpret this diagram.
WHAT TO DO
ACTIVITY 2
Read this simple description of how electricity is made.
• The diagram shows a steam turbine electric power station. þ Coal is burned to create the
heat to make steam.
• Steam under high pressure is piped into the turbines.
• The steam spins the shafts of the wheels of the turbines.
• These turbine machines produce mechanical energy.
• The turbines drive the generators that produce electricity.
• An electromagnet in the generator creates the char e that is transmitted as electricity.
• Wires carry high voltage electric current from the power station to a sub-station.
• From there the electricity is distributed across South Africa.
Use scientific language to answer these questions.
• How is coal brought into, and used, in the power station?
• Where is water heated into steam, cooled and recycled?
• Where are pollutants released into the air?
Discuss your report with another learner. Is your report clear to him or her?
72.

1. Draw their attention to fires that are good – those that they have named in their mind map. But,
some fires can also be bad for us. We call them destructive fires or wild fires. They are useless and
can be dangerous to us.
2. Ask them to look at fires listed in their activity books and explain what it means to categorize. We
are going to sort these fires into good and bad fires.
3. Discuss the fires listed on the activity sheet. Use the glossary to find the meanings of difficult
words. Let them read the words out loud. Make sure the learners know what to do in this activity
and help them while they are doing it. Remember our role to be continuously assessing the
progress of our learners!
4. You can adapt this activity to specific grades or specific learners to work on their level, e.g.
Teacher:
Help Gr. 4 to discover useless/useful categories.
Gr. 5 – Create own categories, explain
Gr. 6 – Two variables e.g. fire started by nature / by man
Discuss these issues.
They may have different view points
5. We will later learn or discover that some wild fires that happen naturally can be good or beneficial.
But, ALL FIRES ARE DANGEROUS. DO NOT PLAY WITH FIRE!!
6. Some of the examples could be placed in both categories, especially the ones that are printed in
bold. It is necessary though, that the learners discuss, even in their home language, the pro's and
cons of using them. Learners must be encouraged to do critical thinking.
Examples of fires and flames
1. Candles 15. Lantern
2. Burning house 16. BBQ grill
3. Oil burning in a pan 17. Paraffin stove
4. Imbawula 18. Person's clothes on fire
5. Forest fire 19. Fire break
6. Wood stove 20. Lightning started veld fire
7. Gas bottle exploding 21. Burning wheat field
8. Arson 22. Controlled fire
9. Oil lamp 23. Fire used in hunting
10. Veld fire 24. Furnace/ fireplace
11. Grass fire 25. Burning orchard
12. A shack on fire 26. Burning plantation
13. Gas stove 27. Burning grass to improve grazing
14. Imbawula falling over 28. Fire to clear land
LO 1: Scientific Investigations
AS: Plan, conduct and record, evaluate and communicate findings. (Steps in the scientific
process) Integrate with languages and arts and culture.
73.

ACTIVITY 3
FIRE IN THE VETKOEK PAN!
1. ........................... “FIRE! Quick! Get some water “
2. ........................... “No, not water! It'll spread the fire”
3. ........................... “How can we put it out?”
4. ........................... “We need a fire extinguisher”.
5. ........................... “Fires are like people”
(Jay puts some cardboard over the flames)
6. ........................... “Jay, what are you doing? That
cardboard is going to burn!”
7. ........................... “The fire has gone out!
8. ........................... “Jay had the right idea. If you stop
oxygen from getting to a fire it will go out”
9. ........................... “Awuzwe-ke mfanawam'. Here is the first vetkoek” “Brilliant, Jay.”
10. ........................... “Someone is coming!” “Is that the man who was sleeping in the car?”
11. ........................... Warm yourself at the fire, baba”. I'll make you a vetkoek”
12, 13 & 14 are on the pictures.
Decide who is going to say what.
15. ........................... In the beginning of the world when the rocks were young…”
16. ........................... The wind is strong tonight”.
(Ayanda put a glass over the candle to prevent it from being blown out by the wind)
17. ........................... “Don't let the candle go out, Ayanda”.
18. ........................... “Hey you have put it out!”
19. ........................... “But I just held the glass over
it to protect it from the wind...”
20. ........................... “Like this”
(She puts the glass over the
flame)
21. ........................... “Why does the candle go
out when you put the
glass over it?”
74.

22, 23 & 24 are on the pictures. Decide who is going to say what.
25. ........................... “Wrong, Spider. The smoke only came after the flame went out”.
26. ........................... “The flame goes out because the glass stops the flame from getting
enough oxygen. (They try the experiment again.)
27. ........................... “You are right about the smoke. But how do we know that it is going
out because there is not enough oxygen?
28. ........................... “Do you remember when Jay used the cardboard to put out the fire,
the fire stopped burning? It must have been because it was not
getting enough oxygen.”
29. ........................... “The flame goes out so
fast. It must use up the
oxygen very quickly.”
30
30. ........................... “Fire also gives out other
gases like carbon dioxide.
These collect in the
glass.”
31. ........................... “The carbon dioxide also
helps to put the flame
out.”
32. ........................... “Do you want me to tell
you a story or don't you?”
33. ........................... “Okay, Bra Joe, we're
ready now”.
ALL THE CHILDREN SING THIS SONG TO A
TUNE THEY HAVE COMPOSED
21
75.

1. Divide the learners into groups of five.
2. Make photocopies of the story and hand out tot he learners - two can share a copy.
3. Read through the story with the learners.
4. Help them with difficult words.
5. Let them decide in their group who is going to say what.
6. They write their names next to the sentences they will say. There is a space for their names.
Remember, it is a conversation, and not just a reading lesson.
7. It means that they will go through the story a couple of times to know it well. Let them practise the
reading of their roles and do the actions.
8. The story ends with a song they can find a tune for and sing as a group.
Activity 3.1
The story below informs us about how a fire can be extinguished and an experiment supporting a
scientific investigation. In class we are going to play this story, to enable us to recall all this knowledge
again in our written activities.
You can do this role play in groups. The sentences are numbered, to make it easier to answer the
questions in the written work assignment. Assign roles to each member of the group. Fill in the name of
the learner who has to read each sentence in this little drama. Then read your parts, put in some
actions, and present to the rest of the class! ENJOY IT!!
Activity 3.2
The scientific process is a very important part of natural science. It forms part of LO 1 and includes a lot
of skills that learners should develop in the intermediate phase. Whenever we do science we must
keep these skills in mind. In this activity we are helping the learners to identify these skills or steps in
the story they have just played. Please let them not be scared of natural science. Let them do the play
and this activity!!!
76.

Activity 3.3
1. Introduce the learners to a second story: back in class. They have it available in their books.
2. Since Bra Joe taught them the song, something very dangerous happened to him. Tell the learners
about that.
Teacher: We have learned from Bra Joe's experience that we cannot live without
oxygen. (She draws a triangle on the board, and writes oxygen at the top
angle) What else do we need to live?
Sipho: Food, Miss!
(Teacher writes food next to the second angle)
Teacher: Okay, what else do we need? Especially now that winter's coming?
Gift: Jerseys to keep us warm.
(Teacher writes warmth on the third angle)
Jabulani: Miss, when I was young the wind blew down our shack. My family spent the
whole night outside. We were very cold. Our friends gave us wood to make
a fire.
Sipho: Yes, fire gives us warmth.
Gift: And you can cook on them.
Teacher: That's right. And fires are like us. They also need oxygen, food and warmth.
Fuel is the food that fires need. Can you name a fuel?
Sipho: Wood
Gift: Paper
Jabulani: Paraffin
Teacher: That's right. And most often fuels need to be hot enough to start
to burn. Fire also need oxygen, but it's hard to show that because
oxygen is invisible.
Frans: Can we do the experiment that Jay and Ayanda did with the
candle and the glass? That shows that fires use up oxygen.
77.

What happened to Bra Joe?
The burning imbawula used up all the oxygen in the room. The window could not open to
let in fresh air. When the fire burns up most of the oxygen, it cannot burn properly.
It starts to give off a poisonous gas called carbon monoxide. This gas made Joe
unconscious and could have killed him if the others did not arrive on the scene.
ALWAYS HANDLE A CANDLE WITH CARE !!
3. Explain the science behind what happened to Bra Joe.
4. The children role play this episode of the story and do the actions (experiments) included in
the story (Let them play science !!)
4.1 Assign roles to every learner. Let them read their sentences.
4.2 Please keep SAFETY in mind and do not leave the room while candles are burning.
4.3 Let them repeat the rhyme: ALWAYS HANDLE A CANDLE WITH CARE!!
4.4 After they have played the story, let them complete the work sheet in groups.
4.5 Make a copy of the assessment rubric for every group. They must stick this into their work
books.
4.6 Discuss the assessment rubric with them. This assessment can be recorded as a short
investigation. Learners must always be informed about the criteria you use for assessing
them before they do the task.
WORK SHEET
Fire needs oxygen to burn. Try the experiment that was done in these pictures.
1. Look at this picture. List the things one will need for the experiment.
1.1 Matches
1.2. Candles
1.3 Small jar
1.4. Large jar
2. Collect these things.
3. Conduct the experiment and record data:
3.1 Put the small jar over the candle. Time how long it takes before the candle
goes out.
3.2 Record your answer here: When I put the small jar over the candle, it took
_____ seconds before the candle went out.
3.3__Now put the large jar over the candle and record the time it takes before the candle goes
out.
3.4 _Record
your answer here: When I put the large jar over my candle, it took
_____ seconds before the candle went out.
3.5 _Talk
about why the candle burnt for a longer time in the large jar. Write down what your
group has decided (We call this our conclusion): The candle burnt for a longer time in the
large jar because There was more oxygen in the large jar. The candle took longer to use
up the oxygen in the large jar. There was less oxygen in the small jar.
78.

RUBRIC FOR ACTIVITY 3.4
79.

LO 2: Constructing Science Knowledge
AS Recalls meaningful information
Describes features which distinguish one category from another
Interprets information using alternative forms of the same information.
ACTIVITY 4
1. This is an activity suitable for grade 6, but it does not mean that lower grades cannot attempt
and complete it successfully.
2. They are again going to use the information they have gathered in the previous activities, but
are going to interpret and present it in a different form.
3. Divide the learners in groups of five. Strategy: Numbered heads together.
4. Tell them that each and every member in the group must be able to explain the content
illustrated on the diagrams and written in the text. If their number is called out, they must try to
explain it the best way they can. Help the learners to gain confidence in themselves, by
encouraging them while they are preparing their presentation. The whole group may come to
support the one who must present.
5. A rubric is designed to assess this activity. Make a copy of it for each group and let them stick it
in their work books.
6. Point out every person's responsibility in preventing destructive, wild fires. (Under living things:
Releases energy to do useful or useless or bad things. We can make choices, because we are
human beings, having values and attitudes that show in our behaviour).
7. Help them to compare respiration to combustion.
8. Point out the similarities and differences between the two processes.
9. This activity could be recorded as a translation task or as a presentation.
80.

DIAGRAM AND FLOW CHART:
WHAT DOES A FIRE NEED TO BURN, COMPARED TO WHAT LIVING THINGS NEED.
Living
things
RESPIRATION
HEAT FUEL
(food)
Do work
that is
useful
FIRE
COMBUSTION
HEAT FUEL
Release energy Release energy
Do work
that is
destructive
Make a responsible choice!
OXYGEN
OXYGEN OXYGEN
FUEL
HEAT
(Positive)
advantage
(Negative)
disadvantaged
Fires that are useful are those that we can
control. Fires that become out of control are
wasteful and destructive.
The fire triangle shows us the three factors
that are needed for a fire to burn.
From that we can derive that we could also
put out or extinguish a fire by taking away
one of these factors.
81.

RUBRIC FOR PRESENTATION ON FLOW CHART ACTIVITY
(The fire triangle comparing human beings and fire):
82.

ACTIVITY 5
1. Read and explain the information in the learners' activity books.
Use the information on the Fire Danger Index (FDI) to construct a bar graph, using the colours
indicated for each category (blue, green, yellow, orange or red), indicating the danger of fire, as
well as the data given by the South African Weather Bureau during a certain week.
2. Discuss the Fire Danger Index with them.
Data given:
3. Explain what a bar graph is and help them to construct it in their work books.
4. You can also copy this template and let them paste it in their books.
5. This activity can be recorded as a translation task.
6. If your learners have not done bar graphs before, they will need a lot of help. Take them
through this exercise slowly.
83.

FIRE DANGER INDEX FOR A CERTAIN WEEK
Fire Danger Index
100
90
80
70
60
50
40
30
20
10
0 - 19
20 - 44
45 - 59
60 - 74
75 - 100
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
The fire danger rating is insignificant – safe to make a fire
The fire danger rating is low – There is a moderate chance of fire,
and fire will spread slowly
The fire danger rating is moderate – Conditions are dangerous
and fires will ignite easily and will spread rapidly
The fire danger rating is high – conditions are very dangerous
and fires will ignite easily and will spread rapidly
The fire danger rating is high – conditions are extremely
dangerous. Flames can travel up to 4km per hour and their height
can vary from 5 – 15m or more
84.

8.2 Answer the following questions by studying your bar graph and the FDI.
a) On which days was there danger of flames higher than 10 metres?
b) What colour is used to indicate it?
c) On which days will it be safe to make a fire?
d) What would be the colour index for that?
e) How would you explain the danger rating for Wednesday?
f) Will it be possible for people with wet sacks to extinguish a fire if the flames are 5 to
15 metres or more in height? Explain your answer.
g) Why is fire such a hazard in August?
h) On Thursday a group of workers started making arrangements for controlled
burning. Do you think they are doing the right thing? Explain your answer.
i) What is the speed at which the fire can spread on a red day?
j) Which fuels could burn on a red day? Study all the information to make a list,
USE THE RUBRIC ON THE FOLLOWING PAGE TO ASSESS THE LEARNER'S BARGRAPH.
85.

86.

ECONOMIC & MANAGEMENT SCIENCES
ACTIVITY 1
•Use this guide together with the learners' activity book to plan your lessons.
LO1: Demonstrate knowledge and understanding of the economic cycle within the context of the
economic problem.
•It is based on AS 3 of grade 5, but learners from other grades could also benefit from it.
Context: The consequences of fire in the economic cycle of a forestry company and community.
THE CYCLE OF TREE PRODUCTION
In order to have the products of forestry, a whole cycle must be completed. This cycle can sometimes
take up to 20 years.
ACTIVITY 1.1.
1. Read about the various stages of the tree cycle (Sentences 1 through 6).
2. Learners then match the pictures below by adding the letter for each picture you select, into the
spaces provided.
3. Answers:
1. Seedling being carefully grown in trays in protected area. Picture E………...
2. Small plant being planted in prepared soil. Picture C. ………..
3. Young trees. Picture ……………. F.
4. Ten years from first planting trees, they reach full height. Picture …………… A.
5. Trees are harvested. Picture ………………. D.
1. Timber from trees is sold to industries for use in creating jobs and manufacture of
various items. Picture ……………..
6. B.
A) D)
B) E)
C) F)
81. 87.

ACTIVITY 2
ACTIVITY 1.2
• Learners are to answer the following questions based on the tree cycle:
• You must also study the information for ACTIVITY 2 to complete this activity.
1. It takes many years for the cycle to be completed. These trees are grown because we have
needs. Name the products needed by consumers and name some of the products that are made
form the trees.
Answer: Poles (electricity, telephone), toilet paper, furniture, books, planks.
2. Which trees can give us these products: Trees in picture A, or trees in picture F. ?
Answer: A
3. Which jobs are offered to people in pictures C and E?
Answer: C: Planting: carefully stack on trailers, transport and plant the seedlings.
E: Care for seedlings, watering, sheltering, transport.
4. Which jobs are created when the trees are harvested?
Answer: Sawing the trees, loading poles on lorries, drivers driving lorries,
operator for forklift.
5. Which equipment or machines are used in the harvesting process?
Answer: Chain-saw, forklift, lorries
6. If a fire destroys the trees in picture F, would they be ready to be harvested at the end of their
growth cycle?
Answer: No
7. Study all the steps these trees have passed through and consider for how many years people
had to be employed and paid. This will be money which will go up in flames if a fire destroys
these trees. Will the forestry company get any money for all the steps up to this stage F?
Answer: No
8. Will there still be jobs for the people who had to care for these trees; such as
removing weeds, protecting the trees from grazing by cattle, protecting the trees from fire?
Answer: No
9. Will any timber be harvested or any products made from these trees if they are burnt?
Answer: No
10. Will this have a positive or negative impact on the community?
Answer: Negative
11. Will the forestry company make a profit or suffer a loss as a result of this fire?
Answer: Suffer a loss
12. Will the company be able to grow, become bigger and stronger, offer more jobs, if there are no
trees to harvest?
Answer: No
13. If the growth cycle of the tree is broken before it gets to a mature tree, what must the company
do? E.g. Start right at the beginning by planting seeds, or will it be better to wait till the ten years
have passed and then start with seeds again? Give a reason for your answer.
Answer: There is no sense in waiting for the cycle to be completed, because it is
broken. They will have to start from the very first step as soon as
possible.
14. How many years, do you think will be wasted if the mature trees are burned down before they
could be harvested?
Answer: At least ten years.
88.

ACTIVITY 2
LO 1: The economic cycle.
AS ADDRESSED: Gr 4 AS 1 & 3,
Gr 5 AS 2
Gr 6 AS3
• Explains the effect of natural disasters, like fire on formal and informal businesses.
• Compares the rights and responsibilities of each of the participants in the production of resources.
• Describes the roles of households in the economic cycle.
• Presents various flows of resources in the economic cycle (the flow of wages to households in
exchange for labour).
• Identifies and describes the role of government in the use of resources.
The cycle of product and payment.
• It must be stated clearly that the product required in forest management is:
A FULL-GROWN TREE.
Anything less than this is not going to create employment, either in the forest or in the industry that the
wood from the trees is supplied to. Trees are valuable and should be cared for at all stages of growth.
THE TREE CYCLE
89.

ACTIVITY 2.1.
• Learners get information directly from the table provided.
• This ACTIVITY is to make learners aware of the terminology CYCLE and to the importance of
every role player.
• Learners are to study the cycle above.
• The economic cycle also includes the flow of money. In this case money is flowing into the
households of people employed for each step in the tree cycle.
• Learners will work in groups of 6.
• Count from 1 to 6 and each team member receives a number.
• Their number now correlates with the step in the tree cycle.
• Ask learners to imagine they are employed at that step.
• They are to describe to the rest of the group which role they play in the delivering of tree products to
fulfill consumer needs and wants, and for what they will receive payment.
• Have the learners think of what will happen to the cycle if they do not do their job properly.
• Ask them to answer the question: What will be the long-term result of their irresponsibility?
ACTIVITY 2.2
• Teachers will be given extra information on budgeting which they could make available to learners
when doing this ACTIVITY.
• Continue the thinking and imagining from the previous Activity.
• Ask them to imagine: after receiving payment, they go home with the wage they have earned.
• They are the head of the household.
• They are to make a list of all the expenses they will have to cover with this wage.
• They must decide what they are going to save.
• This list will show the needs and wants of their own family.
• They must also distinguish between needs and wants (nice-to-haves).
In this activity they will discover how important it is to draw up a budget.
90.

Our Household Budget
The main objective of any budget is to try to live within the avilable income and to provide (save) for
irregular expnenses that are not paid every month or that come as a nasty shock (like illness, breakage
of equipment, vehicle and so on). See how you can help your family.
BUDGETING - A FAMILY AFFAIR!
This is a family activity. Do the activity with your parents or guardian. The information on your
household budget is personal and confidential and you will not bring this information back to class.
Should the family have any problems completing this household budget, you may like to consult with
your educator in private.
Work through a monthly budget with your family members, using the template provided, to help you to
plan the household’s finances. Use John’s budget as a guide.
NOTE: We suggest you copy the following template onto clean writing paper and adapt it for your
family’s requirements.
Stanley Standard says “Let’s explore some new vocabulary!”
Budget:
Fixed expenses:
Income shortfall:
Income surplus:
Instalment agreement:
Irregular expenses:
Nett income:
Regular income:
Variable expenses:
a plan of your income an how you anticipate spending it
expenses that are the same every month e.g. bond repayments
the amount by which your total expenses exceeds your total income
the amount by which your total income exceeds your total expenses
a contract between the seller and the buyer whereby the purchase is made
by regular (usually monthly) payments over an agreed period of time
anticipated expenses that are paid from time to time, during any one year
income after deductions have been made by the employer
income received regularly, every week or month
expenses which differ from month to month e.g. the telephone account
91.

Mike and his wife sit down to work out a budget together.
Look, Elsa, our total monthly
income is R5 000. R5 000!
Where does it all go?
TOTAL MONTHLY EXPENSES
Working out your total monthly expenses can be difficult and time-consuming, but worth it. Make
sure you include all your expenses.
At the beginning of the month, write down what you expect the pay for each of the following items.
Then, at the end of the month, write down what you actually spent on each of those items. The
result will help you to work out a realistic budget the following month.
EXPENSES
Rent / bond repayments
Insurance premiums
Electricity / water / gas / paraffin
Loans: bank
microlender
mashonisa
Accounts: clothing shop
furniture shop etc.
Entertainment
‘Groceries
Clothes
Transport
School or university fees
Personal - alcohol, cigarettes, take-aways, sweets, drinks, lotto tickets, etc.
Telephone
Other
92.

Part A: Monthly income of the household
MONTH: .............................................
Money out Money in
Partner A’s nett income ........................................................ R
Partner B’s nett income ........................................................ R
Other regular income:
Other ............................................................... R
......................................................................... R
......................................................................... R
Total household income ...................................................... R
Part B: Monthly fixed expenses of the household
Fixed expenses:
Bond repayments on house ........................................................... R
School fees ............................................................. R
Instalment agreements: ............................................................. R
............................................................. R
............................................................. R
............................................................. R
Shop accounts: ............................................................. R
............................................................. R
............................................................. R
............................................................. R
Insurance: ............................................................ R
............................................................. R
............................................................. R
............................................................. R
Loan repayments: ............................................................. R
............................................................. R
............................................................. R
Entertainment: ............................................................. R
............................................................. R
............................................................. R
............................................................. R
Savings: ............................................................. R
............................................................. R
............................................................. R
Other fixed expenses: ............................................................. R
Part C: Monthly changing expenses of the household
Sub total B: Fixed expenses: R
Changing expenses:
Groceries: ............................................................. R
............................................................. R
............................................................. R
............................................................. R
............................................................. R
Part D: Savings for irregular expenses
Sub total C: Changing expenses: R
............................................................. R
............................................................. R
............................................................. R
............................................................. R
............................................................. R
............................................................. R
Sub total D: Savings for irregular expenses: R
Total of savings and expenses: R
Total income of household: R
Surplus income (+) or shortfall (-): ( ) R
93.

THE TEN STEPS TO MANAGING YOUR MONEY
Prosperity is not only how much you earn. It is also how well you manage your money.
I’ve learnt a lot
about how to
m a n a g e m y
money. Thanks,
guys, for the
h e l p y o u ’ v e
given us.
No problem! Getting out
of debt and staying that
way is not as hard as it
seems. Just remember
these top ten tips. they
h a v e b e e n p r o v e d
successful over and over
by people who, like you,
have learnt the hard way
how to manage their
money.
1. Write down your monthly take-home salary.
2. Draw up a monthly budget, and work with your whole family to make the budget fit your
income.
3. Get rid of the “I-must-have-it-now” mentality.
4. Use all extra money (bonus, overime etc.) to pay off debt.
5. Use credit wisely - stick to your limits.
6. Chooses the right insurance policies to suit your family’s needs. Don’t overdo it.
7. Save, save, save. Even if it is very little every month.
8. It is people who save who can cope with emergencies without getting into financial trouble.
9. If you are in trouble, or you don’t have enough to save, look at ways for you and your family to
earn extra money. e.g. home industry, gardening, woodwork. Let the whole family help!
10. As the expression goes, do not borrow from Peter to pay Paul.
Get professional advice!
DANGERS TO WATCH OUT FOR
1. NEVER borrow money or buy insurance for the wrong reasons.
Ask yourself: Do I really need the extra insurance?
Is it essential? Can I afford it?
Do I really need the things I want to buy? Can’t it wait?
2. NEVER let your friends or colleagues influence you. Never buy anything to
impress other people.
3. NEVER borrow from Peter to pay Paul.
4. NEVER borrow from an unregistered microlender.
94.

Every person who receives a salary has the
right to enjoy the fruits of his or her labour.
Yet for many of us this is not the case. We
work hard. We perform a valuable service.
But we can barely make it to the end of each
month without borrowing or doing without the
basic necessities of life.
This should not happen!
WHERE DOES THE PROBLEM LIE?
The problem lies with the number of premiums
for insurance policies that most public
servants have taken out, as well as with the
debts that they have accumulated.
Insurance is good. it shows concern
for the future and for the welfare of
one's family. Every wise person
should have insurance. The problem
is that too many public servants have
too many insurance policies, with
little understanding of their value.
Not all insurance policies are
equally suitable. Buying more
policies is not the answer, but
rather having fewer policies
that you really need.
95.

Credit is good when used correctly, but sometimes it
can be abused. Loans are very easily available -
sometime unfortunately so!
Many South African take out loans or have credit
accounts with microlenders, banks, clothing shops
or furniture shops. Buying on credit is borrowing
money that you do not have. It is to be paid bak, with
interest every single month.
As soon as you miss a payment, the interest
payment increases. The debt gets worse. You can
even loose the things you bought!
Credit accounts have to be managed very carefully
to prevent them from getting out of control. this is
your responsibility!
THIS STORY SUMS UP THE SITUATION.
DOES IT SOUND FAMILIAR TO YOU?
Too many insurance policies - too many debts.
96.

ACTIVITY 2.3.
•Present learners with the following scenario:
Scenario:
•Ask learners to imagine that a devastating wild fire breaks out in a forest of mature
trees.
•They are to identify who are the people who will be directly affected by it.
•Ask them to list all the other people who will also be affected.
•They are to study and discuss in their groups how this fire will impact on each step
in the tree cycle.
•They may be guided by the following pictures and information.
97.

Forest fire caused by neglect or intentional
arson.
Umlilo ubangelwa ngamabomu noma
owenzeke ngokunganaki.
Labour employed - cutting trees with
chainsaw
Abaqashwa banquma izihlahla
ngamasagaUmlilo ubangelwa ngamabomu
noma owenzeke ngokunganaki.
98.

Contractor paying the contracted labourer
for work done.
Umqashi ukhokhela abasebenzi amaholo
abo.
Person intentionally lighting fire / person
smoking out bees resulting in fire being
caused.
Umuntu ulayitha / uthungela umlilo
ngamasibomu / ngenhloso umuntu uvuthela
izinyosi ngentuthu yomlilo okuphumela
ekusheni kwehlathi.
Forest has been damaged. There can be no
harvesting of this plantation. Community
suffering because of no work.
Ihlathi lilimele lacekeleka phansi. Lelihlathi
angeke lisavuneka umphakathi usozothwala
kanzima ngoba umsebenzi alusatholakali.
Firefighters working hard to extinguish
flames.
Umsebenzi wakwa noma wenkontileka
ucisha amalangabi omlilo.
99.

A employee inspecting the damage to the
plantation. He is worried because of the
destruction of trees and the fact that there
will be no work now..
Umsebenzi we mahlathi uhlola ihlathi
ngemuva komlilo osulimaze ihlathi
Ukhathazekile ngokonakala kwelezi hlahla
ngoba lokhu kusho ukuncipha kwamathuba
omsebenzi.
Forest company personnel telling buyer of
poles, that there are no poles to buy
because there have been fires.
Boso Mahlathi batshela abantu abazothenga
izingodo ukuthi azihkho ngoba kube nomlilo
omkhulu oshise ihlathi lonke.
Adult men - sitting talking - small trees in the
background - no work. Planning small
business ideas for this time of season.
Umsebenzi we mahlathi uhlola ihlathi
ngemuva komlilo osulimaze ihlathi
Ukhathazekile ngokonakala kwelezi hlahla
ngoba lokhu kusho ukuncipha kwamathuba
omsebenzi.
100.

ACTIVITY 2.4.
• Read the following news article that appeared in a local newspaper.
ACTIVITY 2.5.
•Tell learners to refer back to the newspaper article in the previous Activity 2.4.
•Learners are to carefully UNDERLINE sentences and parts of sentences that inform
them about the following aspects in the article:
- parts of sentences referring to damage done.
- money lost.
- how the fire was combated.
- the time it will take to recover.
- the industries which will be affected.
- the effect on business.
- the effect on employment.
- how people who lost their homes were helped.
- What is a disaster area?
- Accountability:
What consequences should there be for the person responsible for the fire
disaster.
101.

ACTIVITY 2.6.
•Tell learners to complete the mind map by indicating the key issues they have underlined in the
previous activity.
•In an oral presentation learners are to point out the economic effects of the wild fire disaster.
•Hint: learners could write the aspects they want to cover on flash cards, and add them during their
presentation or collect pictures from newspapers to aid or enhance their presentation.
•Assess learner's presentation, using the rubric for this Activity.
102.

ACTIVITY 2.6 – RUBRIC
103.